Category: Nursing

Personal Leadership Philosophy in Nursing Walden University Essay

Personal Leadership Philosophy

Leadership often leaves a lasting impression, whether it comes from public figures like Abraham Lincoln or the quiet influence of mentors and colleagues who model strong values and vision. Although all leaders are unique, there are exceptional leaders that are always guided by a leadership philosophy, a set of beliefs that every great leader adheres to in their decision making, actions, and relationships. Leadership in healthcare can be very instrumental in enhancing clinical performance, establishing collaboration in teams and professional well-being. In this paper, I seek to provide evidence-based frameworks, outcome of my CliftonStrengths Assessment, and evidence-based literature on leadership to describe my personal philosophy of leadership. I will outline my personal values, mission, and vision, discuss my leadership strengths, list two behaviors in which to develop my strengths, and create a strategy to enhance these two behaviors and achieve them in consistency with my future leadership goals.

Core Values

I base my leadership on three major values, namely, integrity, discipline and lifelong learning. The value that acts as the backbone of my personal and work life is integrity. In my opinion, honesty, transparency, and moral decision making are critical in building trust and in generating a place where a team will feel secure and valued. According to Broome (2024), integrity is a leading trait of transformational nurse leaders, who should always display an ethical behavior and act as an inspiration to other people. My leadership vein also focuses on discipline. As noted in my CliftonStrengths report, Discipline is an attribute that demonstrates my desire to order the world around me, use planning and consistency, which are vital in high-stake settings like healthcare. I am committed to achieving sanity in complex situations to ensure resources, processes, and timelines are organized. The third value, lifelong learning, is also stated in my top strength, Learner. This principle makes me strive to develop and learn more and be open to changes constantly. Chan et al. (2023) note that knowledge translation can and should be a part of nursing leadership, indicating that as leaders, nurses need to be lifelong learners who can foster improvement by translating evidence into practice. These values provide a moral and strategic compass for my leadership journey.

Mission and Vision Statement

I have the mission as a leader to foster culture of integrity, growth, and collaboration through leading with purpose, empowering others, and using evidence-based practices. My values lie in the commitment to build inclusive and supportive conditions in which people are motivated to give their best, learn and innovate wisely. My vision is to be a transformative nurse leader facilitating the implementation of evidence-based knowledge in clinical practices, encouraging healthcare teams to be more resilient, and leading investigations and projects aimed at improving the well-being of staff and increasing patient care outcomes. Broome (2024) claims that transformational leaders are visionary, proactive and believe in building others up. My vision as a leader falls within this framework and is based on the fact that better health systems and healthier communities are created by empowering teams.

CliftonStrengths Assessment

My top five strengths found out in my CliftonStrengths Assessment are Learner, Deliberative, Strategic, Achiever, and Discipline. All these strengths offer an understanding of how I address leadership challenges and opportunities. The Learner strength illustrates my urge to learn new things and become better. The learning process is what fuels me and I perform optimally in learning environments that appreciate growth. The Deliberative strength illustrates my reflective and prudent choices of actions. I evaluate risks thoughtfully and I avoid being impulsive and this is critical in both clinical and organizational environments. My Strategic strength gives me the perspective to recognize patterns, other solutions and the capability to have foresight and flexibility to lead teams through complexity. The Achiever strength represents my motivation and endurance I appreciate the sense of accomplishment and progress. Finally, Discipline ensures order and predictability. I am a person who depends on routines and plans to achieve goals in an efficient way. These strengths are compatible with the transformational model of leadership proposed by Broome (2024), which considers strategic thinking, vision, and reflection as competencies that can help a leader become effective.

Key Behaviors for Growth

Two key leadership behaviors I intend to strengthen are delegation and emotional vulnerability. I have never delegated easily because I highly value discipline and control. I am one person who tends to over-commit and think that I can do the job much better myself, either to achieve higher quality or a quicker result. Nevertheless, studies reveal that good delegation enhances the capacity of a team, efficiency, and empowerment of others to develop (Specchia et al., 2021). My goals include entrusting more complicated duties to others and looking at delegation as an instrument of team building instead of a threat to quality. The next behavior is emotional vulnerability, which implies being open regarding personal limits, uncertainty, or emotional situations. Although I respect professionalism and emotional control, I understand that leaders are only able to promote authenticity, trust, and psychologically safe areas through vulnerability (Alsadaan et al., 2023). Being vulnerable is not about being unsafe or unprofessional but expressing a human and caring side when the situation demands it.

Development Plan and Path Toward Vision

The most effective way I can enhance delegation is by first defining what tasks can be delegated to other team members depending on their competencies and preferences. Weekly team huddles will be applied to address the workload plans and expectations. I will also consult with team members about their perception of the delegation process and will base the change strategy based on their responses. To create an emotionally vulnerable environment, I will start adding moments of reflection into team meetings, demonstrating an openness by sharing what I learned myself or what problems I have to deal with. I would also seek to be mentored by leaders who are considered to be emotionally intelligent and participate in professional development programs that emphasize need areas such as communication, self-awareness and empathy. Such measures will enable me to create better relations with my team members and foster the culture of openness and trust. The overarching vision of my leadership will be adopted ultimately, which is the development of innovative and resilient learning-oriented medical teams. Transformational leadership requires not only vision and competence but also emotional connection and the ability to elevate others (Broome, 2024).

Conclusion

Developing a personal leadership philosophy is a transformative process that requires reflection, intention, and a deep understanding of one’s values and strengths. My leadership philosophy is built on the principles of integrity, discipline, and lifelong learning, and is informed by the strengths of strategic thinking, cautious decision-making, and high achievement. As I continue my journey as a nursing leader, I am committed to enhancing my delegation and emotional vulnerability skills to become more inclusive, collaborative, and resilient. By aligning my actions with transformational leadership theory and leveraging evidence-based strategies, I aim to inspire growth, foster healthy work environments, and drive meaningful change in healthcare settings.

References

Alsadaan, N., Salameh, B., Reshia, F. A., Alruwaili, R. F., Alruwaili, M., Awad Ali, S. A., Alruwaili, A. N., Hefnawy, G. R., Alshammari, M. S., Alrumayh, A. G., Alruwaili, A. O., & Jones, L. K. (2023). Impact of nurse leaders behaviors on nursing staff performance: A systematic review of literature. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 60. https://doi.org/10.1177/00469580231178528 Personal Leadership Philosophy in Nursing Walden University Essay

Broome, M. E. (2024). Transformational leadership in nursing: From expert clinician to influential leader. springer publishing company.

Chan, R. J., Knowles, R., Hunter, S., Conroy, T., Tieu, M., & Kitson, A. (2023). From evidence-based practice to knowledge translation: What is the difference? What are the roles of nurse leaders? Seminars in Oncology Nursing, 39(1), 151363. https://doi.org/10.1016/j.soncn.2022.151363

Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., & Damiani, G. (2021). Leadership styles and nurses’ job satisfaction. Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), 1552. https://doi.org/10.3390/ijerph18041552

 

Personal Leadership Philosophy in Nursing Walden University Essay

Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.

RESOURCES

Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.

Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)

Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)

Chan, R. J., Knowles, R., Hunter, S., Conroy, T., Tieu, M., & Kitson, A. (2023). From evidence-based practice to knowledge translation: What is the difference? What are the roles of nurse leaders?Links to an external site. Seminars in Oncology Nursing, 39(1). https://doi.org/10.1016/j.soncn.2022.151363

To Prepare:

Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.

Reflect on the leadership behaviors presented in the three resources that you selected for review.

Reflect on your results of the CliftonStrengths Assessment*, and consider how the results relate to your leadership traits.

*not required to submit CliftonStrengths Assessment

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

A description of your core values.

A personal mission and vision statement.

An analysis of your Clifton Strengths Assessment summarizing the results of your profile

A description of two key behaviors that you wish to strengthen.

A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples Personal Leadership Philosophy in Nursing Walden University Essay

Be sure to incorporate your colleagues’ feedback on your Clifton Strengths Assessment from this Module’s Discussion 2.

RUBRIC

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:• A description of your core values.• A personal mission statement, AND• a personal vision statement.

Analysis of your CliftonStrengths Assessment summarizing the results of your profile. • A description of two key behaviors you wish to strengthen. *not required to submit CliftonStrengths Assessment.

 A development plan that explains how you plan to improve upon the two key behaviors you selected • An explanation of how you plan to achieve your personal vision. Be specific and provide examples.

Resource Synthesis

Written Expression and Formatting—Paragraph Development and Organization:Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.

Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.

Written Expression and Formatting:The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list Personal Leadership Philosophy in Nursing Walden University Essay

Presidential agendas Walden University

Presidential Agendas: Mental Health

Consider a topic (mental health) that rises to the presidential level.

Mental health is a population health topic that rises to the presidential level. It is a public health concern that affects the ability of individuals to live a fulfilling life that includes the ability to undertake professional and social responsibilities, such as work, family, and school tasks. A poor mental health outcome is associated with physical and social problems. The issue rises to the presidential level because it is a population health concern requiring government intervention at the federal and state levels to ensure that population health needs are met and a healthy lifestyle is promoted while detecting, preventing, and responding to mental health issues (Singh et al., 2022).

How did the current and previous presidents handle the problem?

President Donald Trump handled the mental health issue in 2020 by signing Executive Order 13954, dubbed “Saving Lives through Increased Support for Mental- and Behavioral-Health Needs”. This executive order sought to address mental health issues at the federal by allocating resources to minimize suicide ideation and drug-related deaths following the Covid-19 pandemic. It established a working group tasked with improving the coordination of mental health services between stakeholders while funding state agencies and organizations to support mental health treatment efforts (Government Information, 2020) Presidential agendas Walden University.

President Joe Biden handled the mental health issue through the Unity Agenda, a national mental health strategy implemented at the federal level to strengthen system capacity while linking more people to care and creating a continuum of support. The president’s focus was on transforming health and social services and infrastructure to equitably and holistically address mental health issues by strengthening capacity through greater investment, research, certification, and training. In addition, the Unity Agenda focused on connecting Americans to mental healthcare services by increasing resources, support for public health institutions, improving care access, expanding and strengthening parity, integrating mental healthcare into primary care, and embedding mental healthcare into community-based settings. Besides that, the Unity Agenda creates a healthy environment by banning activities that may impact mental health outcomes, such as targeted advertisement, strengthened privacy, halted discriminatory decision-making algorithms that limit opportunities, improved online protection, expanded intervention and support services, trained mental health professionals, and invested in research (The White House, 2022).

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What would you do differently?

While the two presidents made significant efforts in addressing mental health concerns, there is a notable focus on tertiary prevention and intervention efforts that involve interventions for persons with established mental health issues to prevent relapse and associated outcomes, such as premature mortality, physical illness, and health risk behavior. There is a need to invest government resources towards primary promotion efforts that involve promoting protective factors for mental well-being across the population, including meaningful activity, employment, education, adequate housing, and physical activity. Additionally, more resources should be invested in secondary promotion activities that involve early prevention to promote protective factors for mental well-being (Moller et al., 2020).

Furthermore, there is a need to recognize that some population groups are at higher risk of mental health issues and poor well-being, thereby creating a need to invest proportional more government resources in the primary, secondary and tertiary promotion activities targeting them. For instance, adult high risk groups may include minority ethnic groups, persons with learning disabilities, prisoners, and homeless persons. This would help to prevent the widening inequalities between populations. Even as the high risk groups benefit from the prevention strategies, the low risk groups would also benefit (Moller et al., 2020) Presidential agendas Walden university.

References

Singh, V., Kumar, A., & Gupta, S. (2022). Mental Health Prevention and Promotion-A Narrative Review.
Frontiers in psychiatry, 13
, 898009.
https://doi.org/10.3389/fpsyt.2022.898009

Moller, N., Vossler, A., Jones, D., & Kaposi, D. (Eds.) (2020).
Understanding Mental Health and Counselling
. SAGE Publications.

Government Information (2020, October 3).
Executive Order 13954—Saving Lives Through Increased Support for Mental- and Behavioral-Health Needs
.
https://www.govinfo.gov/content/pkg/DCPD-202000758/pdf/DCPD-202000758.pdf

The White House (2022, March 1).
FACT SHEET: President Biden to Announce Strategy to Address Our National Mental Health Crisis, As Part of Unity Agenda in his First State of the Union
.
https://www.whitehouse.gov/briefing-room/statements-releases/2022/03/01/fact-sheet-president-biden-to-announce-strategy-to-address-our-national-mental-health-crisis-as-part-of-unity-agenda-in-his-first-state-of-the-union/

 

Rather than focus on the treatment of chronic disease, policies that influence population health tend to emphasize prevention and wellness; the reduction or elimination of waste and the eradication of health disparities based on race, ethnicity, language, income, gender, sexual orientation, disability and other factors. The reasoning is that good health belongs to the whole, not just an individual. (New York State Dept. of Health, n.d.)

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such
high-profile components of presidential agendas
. It is also little wonder why they become such hotly debated agenda items. Presidential agendas Walden university

Consider a topic (mental health, HIV, opioid epidemic, pandemics, obesity, prescription drug prices, or many others) that rises to the presidential level. How did the current and previous presidents handle the problem? What would you do differently?

Reference:

New York State Department of Health. (n.d.). Making New York the healthiest state: Achieving the triple aim. Retrieved June 21, 2021 from https://www.health.ny.gov/events/population_health_summit/docs/what_is_population_health.pdf Presidential agendas Walden university

Ergonomic and human factors evaluation of workplace

The purpose of this Ergonomic and human factors evaluation of workplace assignment is to evaluate the physical environment of information technology in your work area, hospital, clinical setting, office, or classroom.

View the video on ergonomics and human factors:

In a 2–3-page Ergonomic and human factors evaluation of workplace paper:

Describe the physical, cognitive, and organizational ergonomic conditions present or absent in the assessment of your work area.

Identify how human factors presented in the video apply to your work area physical and functional characteristics.

Suggest ways in which the ergonomic design of the work area can be improved to mitigate human factors and to better facilitate human-computer interaction, reduce risk factors, and promote safety

Ergonomic and human factors evaluation of workplace

 
Ergonomic and Human Factors Evaluation of an IT Workspace

When assessing both the ergonomic and human factors in my workplace, which is the information technology office environment, it is necessary to consider both the physical, cognitive, and organizational aspects of the ergonomic situation. These factors play a very important role in determining the effect of the workspace on productivity, safety, and comfort (Hamed et al., 2023). Based on the knowledge given in the video on ergonomics and human factors, this assessment takes into account the current state of affairs and what can be done further.

Physical Ergonomic Conditions

In a physical setting, the workspace is also fairly ergonomic, though not consistent in its design. Office chairs are adjustable and also have support in the lumbar area, which fits the guidelines of ergonomics in reducing stress in the body. Nonetheless, there are also non-adjustable tables with a height that causes employees to time at musculoskeletal discomfort. The height of the computer monitors is not maintained at the eye level, which is a contravention of the ergonomics procedure that recommends the use of screens that are positioned to minimize neck aches. Then there is lighting- fluorescent lights are bright and cause glare on the screens, leading to eye strain. Noises can be controlled, though it would be even more appropriate with the use of acoustic panels or noise-absorbing partitions, especially in open offices Ergonomic and human factors evaluation of workplace.

Cognitive and Organizational Ergonomics

The surroundings are also disorganized and mismatched in terms of cognition, which influences judgments and mental exhaustion. According to the video presentation, interfaces and workstations that lack intuition and are too complicated may overload the working memory and reduce the effectiveness of the tasks. The computer systems being used have disarrayed dashboards, and it has to be clicked many times to do basic tasks. This contravenes the stimulus-response compatibility that implies that the actions of users should be intuitive in relation to the responses of the system. At the organizational level, there is no standard way of taking breaks and rotating tasks in the workplace, which translates to long hours of sitting and cognitive burnout, particularly in a job that requires a lot of screen time and concentration.

Human Factors Applied to Workplace Characteristics

The affording, user stereotype, and perceptual abilities are clear human factors that are applicable in the present workspace. As an example, ambiguous forms of user interfaces in internal software platforms lead to wrong entries. This situation shows an imbalance between the expectations of a user and the system’s behavior. The video says that affordances are meant to dictate user action naturally. Still, our internal systems tend to give us false or cloaked affordances that are misleading to the user, like buttons that can be clicked, but nothing happens. Moreover, we can observe the absence of a user-centered design in tools employed in scheduling or documentation, failing to prioritize the codes of relevant information, therefore, causing cognitive overload.

Recommendations for Ergonomic Improvement

In order to improve human-computer interaction and contribute to safety, a number of ergonomic enhancements are suggested. On a physical level, the substitution of fixed desks with adjustable sit-stand desks would give them the option of alternating sitting positions and reducing physical strain. They ought to install monitors that can be mounted or adjusted at eye level. The application of less harsh, task-oriented light would reduce eye strain. Mentally, software interfaces are to be redesigned using the human factor engineering principles. The minimization of the required number of clicks and the consolidation of similar activities can simplify the performance of tasks and the pressure of making decisions.

On an organizational level, increased mental alertness can be achieved by introducing frequent micro-breaks and encouraging task variety (Albulescu et al., 2022). Ensuring a safer and more efficient workplace would involve training their staff on the basic ergonomic principles and also doing periodic ergonomic audits. It is the inclusion of the simulation-based system used for training that is addressed in the video, which would enhance the familiarity level and minimize errors.

Finally, a proper ergonomics and human factors assessment demonstrates that physical and cognitive ergonomics are the part and parcel of the workplace safety, efficiency, and satisfaction of the user. As Park et al. (2022) opine, it is possible to improve performance and minimize the risk of workplaces by redesigning the work environment based on the principles of user-centered design, which involves making systems, tasks, and tools adaptable to the capabilities and expectations of people Ergonomic and human factors evaluation of workplace.

References

Albulescu, P., Macsinga, I., Rusu, A., Sulea, C., Bodnaru, A., & Tulbure, B. T. (2022). ” Give me a break!” A systematic review and meta-analysis on the efficacy of micro-breaks for increasing well-being and performance. 
PloS one
, 
17
(8), e0272460.
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0272460&utm_medium=organic&utm_source=blog&utm_campaign=beat-burnout

Hamed, S. A., Hussain, M. R. M., Jani, H. H. M., Sabri, S. S. S., & Rusli, N. (2023). The impacts of physical workplace environment (PWE) on employees productivity. 
International Journal of Business and Technology Management
, 
5
(4), 369-376.
https://www.researchgate.net/profile/Sapiah-Abdul-Hamed/publication/391220256_The_Impacts_of_Physical_Workplace_Environment_PWE_on_Employees_Productivity/links/680ef568bfbe974b23bc76cc/The-Impacts-of-Physical-Workplace-Environment-PWE-on-Employees-Productivity.pdf

Let’s Teach Science. (2020, November 17).
Human factors engineering (ergonomics)
[Video]. YouTube.

Park, D. Y., Choi, J., Ryu, S., & Kim, M. J. (2022). A user-centered approach to the application of BIM in smart working environments. 
Sensors
, 
22
(8), 2871.
https://www.mdpi.com/1424-8220/22/8/2871
 Ergonomic and human factors evaluation of workplace

Presidential Agendas

Rather than focus on the treatment of chronic disease, policies that influence population health tend to emphasize prevention and wellness; the reduction or elimination of waste and the eradication of health disparities based on race, ethnicity, language, income, gender, sexual orientation, disability and other factors. The reasoning is that good health belongs to the whole, not just an individual. (New York State Dept. of Health, n.d.)

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items.

Consider a topic (mental health, HIV, opioid epidemic, pandemics, obesity, prescription drug prices, or many others) that rises to the presidential level. How did the current and previous presidents handle the problem? What would you do differently?

Reference:

New York State Department of Health. (n.d.). Making New York the healthiest state: Achieving the triple aim. Retrieved June 21, 2021 from https://www.health.ny.gov/events/population_health_summit/docs/what_is_population_health.pdf

To Prepare:

Review the Resources and reflect on the importance of agenda setting.

Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.

 

Presidential Agendas – Diabetes Policy Approaches

Diabetes has been a chronic public health problem in the United States for several years. Currently, it affects more than 37 million people and costs the American economy over 300 billion US dollars every year. This problem indicates that facilities of prevention, cost control in treatment, and access to a range of care are all intricately connected (Hill-Briggs et al., 2020). Donald Trump and Joe Biden, together with their predecessors, responded to this disease with different approaches, as the latter differ in their priorities and worldviews (Tuomilehto et al., 2023). A more detailed analysis of their accomplishments and failures is presented, as well as better ways to reach the target population.

The Trump Administration’s Approach

The Trump administration (2017–2021) placed a great deal of focus on the low pricing of drugs, and that’d be a delight to diabetic patients who need expensive drugs like insulin. The Part D Senior Savings Model, launched by the administration in the year 2020, lets Medicare Part D plans limit monthly insulin prices to $35 for seniors (Shao et al., 2020). This was a great stride towards changing the status quo as far as insulin was concerned, given that its costs put a lot of pressure on the elderly, especially those with fixed incomes (Shao et al., 2020). Trump’s policy of addressing affordability tried to target a specific group of the population, more specifically, Medicare beneficiaries. Nevertheless, this success was fungible due to other health policies that were implemented during Trump’s presidency. Actions to dismantle and replace the ACA generated unknown risks for preexisting condition consumers, including diabetics (Marino et al., 2020). While the administration did not prevail in fully repealing the ACA, the halting of the mandate’s penalties lowered coverage rates that might deter many Americans with diabetes from receiving adequate care. They said such steps eroded systemic work towards achieving health equity, especially in the prevention and control of chronic illnesses. Nevertheless, the administration sustained the funding for diabetes research through other related departments, such as the NIH (Hill-Briggs et al., 2020). However, its wider concentration on the issue of deregulation and market approaches was not very successful in addressing some systemic issues when it came to diabetes prevention as well as management listening to some communities behind.

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The Biden Administration’s Policies

The current Biden presidency from 2021 has continued on some of Trump’s policies but offers a much broader concept for healthcare evolution. Clearly, one of Biden’s major accomplishments is the Inflation Reduction Act (IRA) of 2022, which has proposed an affordable insulin price of $35 monthly for patients who are the beneficiary of Medicare. This policy was similar to Trump’s earlier Medicare effort, but this one expanded on it by pledging to make insulin cheaper for everyone. However, doing this universally would require more legislative action. The Biden administration has also focused on improving the Affordable Care Act, which provides citizens with the healthcare services they need (Marino et al., 2020).

Biden signed into law additional subsidies and pushed the expansion of Medicaid, making it possible for millions of Americans to receive such preventive services as diabetes testing and counselling (Tuomilehto et al., 2023). Of these, disparities are most affected by these measures because a large proportion of diabetic patients are from low-income or minority groups that may not have adequate insurance coverage. Furthermore, increasing affordability and access are also important in Biden’s administration approach; besides that, there are social factors, such as household income, education, and neighbourhoods, that influence diabetes incidence rates (Tuomilehto et al., 2023). Although, to date, there are still no large-scale programs addressing these determinants specifically, the administration’s focus on health equity for diabetes is a move that addresses the social determinants of this disease.

Efforts from Previous Administrations

The Obama administration (2009–2017) is significant in that it established much of the modern environment for diabetes-related reforms with the ACA (Tuomilehto et al., 2023). The exclusion for preexisting conditions and the increase in the role of Medicaid were two of the pillars in which the law helped increase the number of opportunities for those with diabetes. Further, the ACA-driven requirement for coverage of preventive services without cost-sharing made it possible for more American citizens to undergo diabetes screening and early detection. These changes can be briefly discussed as follows: These changes could be considered a new direction in the development of the national diabetes plan, which touched not only the treatment but also prevention facets. Earlier than Obama, the Bush government of 2001–2009 also stated that extending Medicare Part D meant possessing significant drug coverage on behalf of seniors. While this happened before the 15-year framework of work, it laid the groundwork for subsequent attempts at affordable diabetes medications, a goal which has remained unfulfilled (Hill-Briggs et al., 2020) Presidential Agendas.

Persistent Challenges and Policy Gaps

Although Diabetes has seen progress made across administrations, there are several persistent challenges that have prevented us from winning the war on Diabetes. Those without Medicare or comprehensive insurance coverage continue to be high on the list of those who pay high insulin prices. The Biden administration is seeking to widen access to insulin at affordable prices, but legislation establishing universal price caps there has been stalled in Congress for millions (Tuomilehto et al., 2023). Secondly, diabetes prevention is underfunded in comparison to diabetes treatments. To reduce the long-term prevalence of diabetes, preventive initiatives such as community-based programs to promote healthier lifestyles are needed. Meanwhile, diabetes outcomes continue to be exacerbated by health disparities esp, especially in underserved communities. For instance, limited access to healthy food, safe places to exercise, and good healthcare leave an unfair mark on minority and low-income populations, repeating poor health outcome cycles for millions (Tuomilehto et al., 2023).

Different Approaches

To fill these gaps, a more comprehensive and vigorous strategy is required. First, it becomes necessary to keep insulin affordable to all patients. Making the $35 price cap applicable to all citizens, independent of insurance coverage, would thus help millions (Tuomilehto et al., 2023). Thus, this could be done either by working together with Congress to pass legislation or through partnerships with drug manufacturing firms. Second, prevention can no longer be an afterthought, let alone ignored completely. Development of funding for ranks like the National Diabetes Prevention Program (NDPP) would assist Group C with more initiatives to reach high-risk populations likely to change their lifestyle to avert type 2 diabetes (Shao et al., 2020). These interventions could be delivered through schools, workplaces and various community-based organizations and initiatives teaching people the need to take healthy foods and practising exercise.

Third, improving health potential is necessary; fourth, it is correct to focus on health needs; fifth, the social determinants of health must be considered. Measures that enhance the population’s capability to purchase healthy foods, including cheaper fresh foods or gardening in city areas, decreased diabetes risk considerably. At the same time, enhancing enrollment facilities that encourage active living, such as parks and trails, would be beneficial to an individual’s health. It is a necessity that everyone, regardless of their own status in life, should have primary health care. Thus, the affirmation of extending the program Medicaid in all states and striving for a
common healthcare coverage platform would entail that no one is left with no opportunity
to either treat or prevent diabetes itself (Tuomilehto et al., 2023). This would also reduce inequalities that worse-off groups experienced, such as the less privileged in society Presidential Agendas.

Conclusion

The past fifteen years saw actual advancements in the management of diabetes by the US Administration, primarily in insufficiency of insulin and healthcare coverage. Recent encouraging steps taken by the Biden administration to build upon such progress underscore affordability, equity and preventive care. However, the sustained high costs, the inequalities in access to health services, and insufficient resources to support the prevention programs demand better solutions. There are three key strategies that would, collectively, prevent tens of millions of Americans from developing diabetes and enable those with the disease to live long, healthy lives: universal access to care, prevention, and systems reform.

 
References

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., … & Haire-Joshu, D. (2020). Social determinants of health and diabetes: a scientific review. 
Diabetes care
, 
44
(1), 258.
https://doi.org/10.2337/dci20-0053

Marino, M., Angier, H., Springer, R., Valenzuela, S., Hoopes, M., O’malley, J., … & Huguet, N. (2020). The Affordable Care Act: effects of insurance on diabetes biomarkers. 
Diabetes Care
, 
43
(9), 2074-2081.
https://doi.org/10.2337/dc19-1571

Shao, H., Guan, D., Guo, J., Jiao, T., Zhang, Y., Luo, J., … & Brown, J. D. (2022). Projected impact of the Medicare Part D senior savings model on diabetes-related health and economic outcomes among insulin users covered by Medicare. 
Diabetes Care
, 
45
(8), 1814-1821.
https://doi.org/10.2337/dc21-2601

Tuomilehto, J., Uusitupa, M., Gregg, E. W., & Lindström, J. (2023). Type 2 diabetes prevention programs—from proof-of-concept trials to national intervention and beyond. 
Journal of clinical medicine
, 
12
(5), 1876.
https://doi.org/10.3390/jcm12051876

 

Presidential Agendas

Rather than focus on the treatment of chronic disease, policies that influence population health tend to emphasize prevention and wellness; the reduction or elimination of waste and the eradication of health disparities based on race, ethnicity, language, income, gender, sexual orientation, disability and other factors. The reasoning is that good health belongs to the whole, not just an individual. (New York State Dept. of Health, n.d.)

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of
presidential agendas
. It is also little wonder why they become such hotly debated agenda items.

Consider a topic (mental health, HIV, opioid epidemic, pandemics, obesity, prescription drug prices, or many others) that rises to the presidential level. How did the current and previous presidents handle the problem? What would you do differently?

PRESIDENTIAL AGENDAS

Identify the Population Health concern you selected.

Opioid Epidemic

Describe the Population Health concern you selected and the factors that contribute to it.

Opioid epidemic and substance abuse and misuse deaths due to overdose are on the increase in the United States. This crisis is affecting more men and women in the country and from across every community (Short, 2022). The extensive pandemic on opioids became critical starting in the 1990s and has ravaged the United’s States for many years. Billions of dollars have been spent in managing the opioid users’ health issues and prevention and treating patients with overdose complications. Presidents have been critical in addressing this issue across their terms and still it is relevant and affecting millions of people. For instance, the Obama, Biden and president Trump’s administrations have been critical of the opioids use and abuse across in the country. They came up with policies, approaches and budgets to address the issue which even though this is reducing still a lot of work remains to be done by Trump’s second term in office (Gross, 2019).

Administration (President Name)

(Donald J. Trump)

(Joe Biden)

              
(Barack Obama)

Describe the administrative agenda focus related to this issue for the current and two previous presidents.

When President Trump came into power in 2017 the opioid crisis was in critical state across the American communities. For instance, in 2016 about 64,000 people across America died as a result of drugs overdose (Humphreys et al., 2022). Among these, the opioid deaths due to overdose were 42000 in the same year.  In October of 2017 Trump declared the issue of opioid crisis as a public health crisis.  This led to president’s commitment in subsequent line of actions in addressing this crisis. The Trump’s initiative was to ‘Stop Opioid Abuse’ (Wen, 2020).

Since coming to power in 2021 Joe Biden made his intentions clear regarding fighting against opioid overdose issue.  At the time he took oath office there were an estimated 31% year-on-year increasing overdose. As at 2024 as the term of Biden was coming to an end the reduction in overdose deaths was at 7.5 percent.
The major policies
made by Biden were to remove the existing barriers on treating patients suffering from overdose and expanding the lifesaving overdose reversals drugs (Humphreys et al., 2022).

In his tenure in office president Obama was critical on making policies that directly addressed decades of setbacks on opioids use. Initial thing Obama did was to expand on the Tricare system of treating patients including intensive outpatients programs. He also addressed the issue of supply of fentanyl from China and increased the number of practitioners allowed to prescribe buprenorphine in managing opioids. Additionally, Obama brought about the support to telemedicine and distance learning programs in expanding access to healthcare across rural communities Presidential Agendas.

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue

As of 2018 president trump had acquired an estimated $6 billion for a two year period in fighting Opioid crisis. In 2019 there were additional $1.8 billion towards addressing opioid crisis and saving lives.

Biden administration has been critical about reducing the deaths associated with opioids overdose. In response to this, the administration set aside some of the biggest finding of $167.2 billion for the four years. This was 20.6% more compared to the Trumps first term in addressing opioid crisis (Jaffe, 2020).

In his last year in office, Obama proposed a huge funding of $1.1 billion towards fighting opioid use and heroine abuse.  This includes $950 million for supporting cooperative activities, $50 million for National Health Service Corps and $30 million for evaluating the effectiveness of these programs (Humphreys et al., 2022).

Explain how each of the presidential administrations approached the issue

The trump administration in his first term and hopefully in this second term will progress in using prevention, treatment, recovery, and research strategy.  This includes the efforts by Trump to help in improving the functions of HHS through increased Naloxone prescribing in managing opioids abuse (Wen, 2020) Presidential Agendas.

Biden came to power while facing the pandemic ion Covid-19 and another pandemic on opioid use. To effectively address this issue the president expanded the use of Affordable Care Act to individuals battling opioids addiction. This also included reforms to the criminal justice system, additional funding, reduced overprescribing and halting illicit drugs coming to the united states (Jaffe, 2020).

The Obama’s administration major strategy in addressing opioid crisis was ensuring the medications are available to the most vulnerable rural communities. This also included the education to nurses and doctors in ensuring they create awareness and treatment of substance abuse and help reduce stigma across communities. Obama was determined to ensure everyone has easy access to treatment and was concerned about the minorities who had been discriminated for decades regarding access to care.

 

References

Gross, J., & Gordon, D. B. (2019). The Strengths and Weaknesses of Current US Policy to Address Pain. 
American journal of public health
, 
109
(1), 66–72.
https://doi.org/10.2105/AJPH.2018.304746

Humphreys, K., Shover, C. L., Andrews, C. M., Bohnert, A. S. B., Brandeau, M. L., Caulkins, J. P., Chen, J. H., Cuéllar, M. F., Hurd, Y. L., Juurlink, D. N., Koh, H. K., Krebs, E. E., Lembke, A., Mackey, S. C., Larrimore Ouellette, L., Suffoletto, B., & Timko, C. (2022). Responding to the opioid crisis in North America and beyond: recommendations of the Stanford-Lancet Commission. 
Lancet (London, England)
, 
399
(10324), 555–604.
https://doi.org/10.1016/S0140-6736(21)02252-2

Jaffe S. (2020). US election 2020: public health. 
Lancet (London, England)
, 
396
(10256), 946–947. https://doi.org/10.1016/S0140-6736(20)32036-5

Short, N. M. (2022). Milstead’s health policy and politics: A nurse’s guide (7th ed.). Jones & Bartlett Learning

Wen, L. S., & Sadeghi, N. B. (2020). The opioid crisis and the 2020 US election: crossroads for a national epidemic. 
Lancet (London, England)
, 
396
(10259), 1316–1318.
https://doi.org/10.1016/S0140-6736(20)32113-9

PICOT Question Development: Stroke-Related Patient Falls

 
Your Name

Institutional Affiliation

Course Code and Title

Instructor Name

Month, Year

PICOT Question Development: Stroke-Related Patient Falls

Hospitalized stroke patients are at risk for falls, which are challenging in healthcare settings and result in increased morbidity, length of hospital stay, and healthcare costs (Djurovic et al., 2021). This paper investigates the role of bed alarms and fall prevention protocols in reducing fall-from-bed incidence in stroke patients as compared to standard care without alarms. The aim is to evaluate evidence-based fall prevention strategies in this population and determine whether bed alarms and active fall prevention are associated with improved patient outcomes in the first 30 days following admission.

Problem Statement

Stroke patients often experience various physical and cognitive impairments, making them highly susceptible to falls. Falls are one of the most common adverse events in hospitalized patients, as reported by the Agency for Healthcare Research and Quality (AHRQ) (2021), and are of most significant concern in stroke survivors due to muscle weakness, impaired balance, and altered mental status (Dykes et al., 2024). Falls could lead to serious complications such as fractures, head trauma, and further neurological degeneration, resulting in patient morbidity and increasing use of hospital resources.

While hospitals have implemented general fall prevention protocols, stroke patients continue to experience falls. Routine safety care includes bed rails, nonslip flooring, and staff education, but such interventions only rarely protect the stroke patient, who sometimes tries to mobilize without support (Hill, 2023). A potential solution is provided by real-time alerts to healthcare providers to allow timely intervention and reduction of fall-related injuries by bed alarms and structured protocols for fall prevention. Targeted interventions aimed at populations at high risk of any or several adverse outcomes, including stroke patients, may help improve safety outcomes. Given this importance, the need for a more comprehensive fall prevention strategy, including technological and evidence-based interventions, is even greater.

Improved PICOT Question

In hospitalized stroke patients (P), how does the use of bed alarms and fall prevention protocols (I) compared to standard care without alarms (C) affect the incidence of falls from bed (O) within the first 30 days of admission (T)?

Population of Interest

This
study focuses
on hospitalized stroke patients at high risk for falls that are associated with physical and cognitive impairments in the population. Commonly, stroke patients present with hemiparesis, gait disturbances, visual deficits, and proprioception, which then causes an increased risk of falling (Djurovic et al., 2021). Falls also tend to be associated with cognitive changes such as poststroke delirium, confusion, or other changes in the brain. In particular, Li et al. (2024) claim that stroke impairments are very complex, so specialized fall prevention strategies for stroke patients are important in promoting patient safety and reducing adverse outcomes.

Intervention of Interest

The intervention of interest is using bed alarms and comprehensive fall prevention protocols. A bed alarm is an early warning system that would notify the healthcare provider when the patient tries to disembark from the bed without the healthcare provider’s supervision (Takase, 2022). These alarms are beneficial for stroke patients with insight or cognitive issues that preclude them from reaching out to help themselves. Fall prevention protocols include intervention strategies for routine risk assessment, patient and family education, scheduled toileting, and mobility assistance. These interventions aim to proactively reduce patient and environmental fall risks.

Evidence Supporting the Intervention

In several studies, bed alarm systems and fall prevention protocols have been studied for effectiveness in reducing fall rates in hospitalized patients. A systematic review by Cortés et al. (2021) notes that bed alarms decrease fall incidence among at-risk patients, including those with neurological disorders, using a structured fall prevention program. In a follow-up study, Turner et al. (2022) explain that early mobility assessments and bedside technology can enhance patient safety outcomes. In addition, Weber et al. (2024) confirmed that fall rates in hospitals where fall prevention strategies had been introduced were reduced by nearly 30% by targeting high-risk patients using bed alarms. Therefore, stroke care units may benefit from combining bed alarms with structured clinical practices to prevent falls PICOT Question Development: Stroke-Related Patient Falls .

Comparison of Interest

The comparison group consists of stroke patients who receive standard care without bed alarms. Standard prevention procedures comprise routine risk assessment, education to patients and families, scheduled toileting, and mobility assistance. These measures offer a means to prevent falls in stroke patients with severe impairment of mobility or mental function but are not adequate to prevent falls in such patients. The difference in fall rates between the intervention and comparison groups will be used to evaluate enhanced fall prevention strategies.

Outcome of Interest

The primary outcome of interest includes the incidence of falls from bed in hospitalized stroke patients. This outcome will be measured by recording a patient’s fall in the first 30 days of admission from incident reports and electronic health records. Fall incidence has been established as a valid and reliable clinical outcome measure in patient safety research (Heikkilä et al., 2023). Apart from fall rates, secondary outcomes like injuries related to falls, hospital length of stay, and patient satisfaction with safety measures can also be evaluated to assess the intervention’s effectiveness fully.

Timeframe

This study spans 30 days for the implementation phase, roughly the acute hospitalization period for most stroke patients. The timeframe allows for adequate assessment of the impact of bed alarms and fall prevention protocols on fall rates in assessments for variability in patient’s length of stay. Pre-intervention and post-intervention fall incidence rates will be collected to determine the effectiveness of the intervention.

Conclusion

Despite intensive efforts at fall prevention, hospitalized stroke patients still suffer a very high rate of falls, resulting in severe complications and additional burdens on healthcare. Because of the high risk of falls among stroke patients, the evidence of such interventions as bed alarms and comprehensive fall prevention programs can help to decrease falls, increase patient safety, and improve outcomes. Such
interventions
have been successful from a scholarly perspective, and targeted fall prevention measures in high-risk populations are shown to be a necessity. Future research should further develop new strategies for maximizing fall prevention in stroke care units to benefit patients and reduce rates of such preventable injuries.

References

Agency for Healthcare Research and Quality. (2021, February).
Fall tips: A patient-centered fall prevention toolkit
. Agency for Healthcare Research and Quality.
https://www.ahrq.gov/patient-safety/settings/hospital/fall-tips/index.html

Cortés, O. L., Piñeros, H., Aya, P. A., Sarmiento, J., & Arévalo, I. (2021). Systematic review and meta-analysis of clinical trials.
Medicine
,
100
(41), e27467.
https://doi.org/10.1097/md.0000000000027467

Djurovic, O., Mihaljevic, O., Radovanovic, S., Kostic, S., Vukicevic, M., Brkic, B. G., Stankovic, S., Radulovic, D., Vukomanovic, I. S., & Radevic, S. R. (2021). Risk factors related to falling in patients after stroke.
Iranian Journal of Public Health
,
50
(9).
https://doi.org/10.18502/ijph.v50i9.7056

Dykes, P. C., Sousane, Z., & Mossburg, S. E. (2024, December 18).
The ongoing journey to prevent patient falls
. The Ongoing Journey to Prevent Patient Falls.
https://psnet.ahrq.gov/perspective/ongoing-journey-prevent-patient-falls

Heikkilä, A., Lehtonen, L., & Junttila, K. (2023). Consequences of inpatient falls in acute care—A retrospective register study.
Journal of Patient Safety
,
20
(5), 10.1097/PTS.0000000000001230.
https://doi.org/10.1097/PTS.0000000000001230

Hill, K. (2023). Preventing falls through service innovations: Institutional and hospital settings.
Oxford Research Encyclopedia of Global Public Health
.
https://doi.org/10.1093/acrefore/9780190632366.013.471

Li, X., He, Y., Wang, D., & Rezaei, M. J. (2024). Stroke rehabilitation: From diagnosis to therapy.
Frontiers in Neurology
,
15
(15).
https://doi.org/10.3389/fneur.2024.1402729

Takase, M. (2022). Falls as the result of the interplay between nurses, patient, and the environment: Using text-mining to uncover how and why falls happen.
International Journal of Nursing Sciences
,
10
(1), 30–37.
https://doi.org/10.1016/j.ijnss.2022.12.003

Turner, K., Staggs, V. S., Potter, C., Cramer, E., Shorr, R. I., & Mion, L. C. (2022). Fall prevention practices and implementation strategies.
Journal of Patient Safety
,
18
(1).
https://doi.org/10.1097/pts.0000000000000758

Weber, K., Lauener, S. K., Deschodt, M., Grossmann, F., & Schwendimann, R. (2024). Patient involvement in fall prevention in an acute care hospital: A pilot study.
International Journal of Nursing Sciences
.
https://doi.org/10.1016/j.ijnss.2024.08.012 
 PICOT Question Development: Stroke-Related Patient Falls

Picot Assignment Example

Written Assignment: Develop a PICOT

In a document of between 700 and 1100 words (3 to 4 pages),

identify an evidence-based problem from a clinical setting (such as

long-term care, home care, or community agency). Develop a well-

 

written clinical question using the PICOT, PICO, or PIO method (P

= Population, I = Implementation, C= Comparison, O = Outcome, T

= Time).

In your assignment, be sure to include the following:

An introduction to the problem, including your

personal connection to this problem and a brief

summary of relevant background information

Information about the population who will be affected

by the resulting project

A well-written PICOT/PICO/PIO question, including

your rationale for why this is an EBP or QI question

and not a research question

An assessment of the feasibility of, and potential

barriers to, the change you’re proposing

Identification of the stakeholders involved in the

practice change or quality improvement (for example,

the agency from whom you would need permission to

complete the project)

A note about the question: Learners sometimes have problems

writing an EBP/QI question but write a research question instead. An

EBP/QI question should never use the words how or why. Those

terms belong in a research question. Your question should

acknowledge that evidence already exists. Below are some

examples.

Instead of asking:

How does the use of kangaroo care help increase infant

weight gain? (a research question)

You will ask:

Will nurses (P) who attend a class on the practice

change of using kangaroo care (I) score higher on a

post-class test than on a pretest given before the class

(O)?

Instead of asking:

What is the effectiveness of a pressure injury

prevention bundle for adult intensive care unit (ICU)

patients? (a research question)

You will ask:

In adult intensive care unit (ICU) patients (P), will the

implementation of a pressure injury prevention bundle

(I) compared to receiving standard pressure injury

prevention (C) reduce the incidence of pressure injuries

(O) after two months (T)?

Instead of asking:

What is the relationship between self-reported job

satisfaction among nurses and turnover intentions? (a

research question)

You will ask:

Among nursing staff in a large urban hospital (P), will a decrease in the patient-to-nurse ratio (I) reduce RN turnover (O) after eight

months (T)?

 

Picot Assignment Example

Pressure injuries, also referred to as pressure ulcers, continue to be a concern in most long-term care facilities, particularly among elderly patients who are confined to their wheelchairs or beds. Such injuries are known to cause complications that may include infections, lengthy hospitalization, loss of valuable time, and an overall poor standard of living for patients (Mondragon & Zito, 2022). Pressure ulcers remain a persistent problem in my clinical setting despite aggressive prevention measures. Their increasingly frequent occurrences highlight the importance of developing additional evidence-based strategies to curb the issue. Solving this problem is closely affecting my course personally because I have witnessed the suffering of patients and medical professionals. In my facility, increased pressure ulcer injuries lead to increased workload on nursing staff, burnout, and lower job satisfaction rates. According to Singh et al. (2023), an integrated pressure injury prevention bundle will help in reducing the incidences in identified high-risk patients Picot Assignment Example. This evidence-based proposal, therefore, seeks to identify evidence-based strategies to address the increasing incidences of pressure ulcers, prevent complications, and promote patient well-being.

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Affected Population

The targeted population most at risk of being impacted by the project will be the geriatric patients admitted to long-term care facilities who are most prone to developing pressure ulcers. These people mostly suffer from restricted mobility because of diseases like dementia, stroke, or physical disability, and thus, may be at risk of pressure ulcers or skin breakdown. Most of these patients are confined to their beds or spend extensive periods of their time in wheelchairs, which also makes them prone to developing pressure injuries (Elli et al., 2022). They are also more likely to have other ailments like diabetes, poor nutrition, or immune suppression, factors that also predispose them to skin breakdown. The nursing staff and caregivers who will be attending to these patients will also be affected by the project since they will be expected to embrace and generate compliance with the pressure injury prevention initiatives. The project focuses on the patients by minimizing pressure injuries while also aiming at the quality of care offered by the health personnel in the facility.

PICOT Question and Rationale

In elderly residents of long-term care at risk of developing pressure injuries (P), will the incorporation of a structured pressure injury prevention bundle that consists of regular repositioning, use of pressure-relieving mattresses and cushions, daily assessment of the skin condition, adequate nutrition and hydration, and proper moisture control (I), compared to standard practices (C) lead to the prevention of pressure injuries (O) in six months (T)?

The justification for this PICOT statement is based on past research evidence, including studies by Zhetmekova et al. (2024) suggesting that residents in long-term care facility settings are at a high risk of presenting pressure injuries because of their age, the presence of chronic systematic diseases, and their confinement to wheelchairs or beds for long periods. A structured pressure injury prevention bundle is an evidence-based approach to organizing and implementing several interventions that have been shown to reduce these risks, including repositioning, using pressure-relieving devices, and evaluating the skin at least once per day (Gillespie et al., 2020). This bundle helps in dealing with factors that are considered to be leading to pressure injuries, such as skin integrity, moisture, and nutrition. The PICOT statement is guided by the proposition of individual interventions that have been proven effective in prior research. It seeks to consolidate these individual interventions and implement them collectively as a care bundle to reduce the incidence of pressure ulcers.

Feasibility Analysis

The long-term feasibility of adopting a structured pressure injury prevention is fairly high as most of the measures, including turning of patients, use of pressure-relieving devices, and daily skin checks, are well within the routine care duties that nursing professionals perform and do not in any way require extra resources. Such practices conform to existing care practices and, therefore, promote the ease of dissemination. However, potential barriers may involve staff resistance to changing existing practices, especially in areas of heavy utilization with time constraints. In such cases, frequent repositioning schedules may not always be feasible unless the facility purchases automatic turn beds to reposition patients as needed frequently (Asiri, 2023) Picot Assignment Example. In addition, financial constraints may present a challenge as to whether pressure-relieving devices are wholly unaffordable or whether recurrent staff training is needed to enforce the change of the protocols. Gaining management support and commitment, as well as the support and cooperation of other stakeholders, including caregivers and patients, is essential to addressing these barriers and maintaining the change. Resolution of these problems would, therefore, require the education of the project staff and the provision of adequate resources.

Key Stakeholders Involved in the Program

The key stakeholder groups involved in this practice change will include direct care nursing staff, who will deliver the pressure injury prevention bundle, and their managers, who will monitor compliance with the new guidelines. The facility management and administration will be key stakeholders since they will be involved in supervising and implementing the project and provide funds, sanctions, and permission to buy pressure relieving devices, as well as support staff training, which is an essential starting point for the ongoing implementation of the project (Yan et al., 2021). Other staff members could include wound care specialists or consultants who may help clinicians offer care to patients to recommend the most appropriate care practices for wounds and skin injuries. In addition, patients and their families will be significant stakeholders since they will be the ones who will feel the positive effects of the intervention due to changes in their care. Permission to practice change will require endorsement from the administration of the long-term care facility and, usually, the governing health board to ensure that the practice change aligns with regulatory and institutional policies. Significant cooperation with all these stakeholders is vital to achieve effective implementation and sustainability of these strategies.

Conclusion

Pressure injury prevention bundle is an evidence-based strategy for long-term care facilities in the management of pressure injuries in high-risk elderly residents. The
PICOT question
focuses on the use of evidence-based interventions: repositioning at least four times daily, using pressure-relieving devices together with skin checks daily, and nutrition and moisture management to enhance patient outcomes in six months. This change is possible as the new care protocols are developed on the basis of the existing ones. However, constraints like staff resistance and time and resource constraints have to be considered and responded to by adequate training and management. With this change project, several stakeholders, including nursing staff, facility executive management, wound specialists, and the patients and their families, can be considered crucial to the success of the initiative. Through collaboration and achieving requisite permissions, the proposed quality improvement project promises reduced pressure injuries, thereby improving the quality of life for elderly patients admitted to long-term care facilities. Picot Assignment Example

 

References

Asiri, S. (2023). Turning and repositioning frequency to prevent hospital-acquired pressure injuries among adult patients: Systematic review.
Inquiry: A Journal of Medical Care Organization, Provision and Financing
,
60
(1), 00469580231215209.
https://doi.org/10.1177/00469580231215209

Elli, C., Novella, A., Nobili, A., Ianes, A., & Pasina, L. (2022). Factors associated with a high-risk profile for developing pressure injuries in long-term residents of nursing homes.
Medical Principles and Practice
,
31
(5).
https://doi.org/10.1159/000527063

Gillespie, B. M., Walker, R. M., Latimer, S. L., Thalib, L., Whitty, J. A., McInnes, E., & Chaboyer, W. P. (2020). Repositioning for pressure injury prevention in adults.
Cochrane Database of Systematic Reviews
,
6
(6), 1–65.
https://doi.org/10.1002/14651858.cd009958.pub3

Mondragon, N., & Zito, P. M. (2022).
Pressure injury
. PubMed; StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK557868/

Singh, C., Shoqirat, N., Thorpe, L., & Villaneuva, S. (2023). Sustainable pressure injury prevention.
BMJ Open Quality
,
12
(2), e002248–e002248.
https://doi.org/10.1136/bmjoq-2022-002248

Yan, B., Dandan, H., & Xiangli, M. (2021). Effect of training programs on nurses’ ability to care for subjects with pressure injuries: A meta‐analysis.
International Wound Journal
,
19
(2).
https://doi.org/10.1111/iwj.13627

Zhetmekova, Z., Kassym, L., Kussainova, A., Akhmetova, A., Everink, I., Orazalina, A., Zhanaspayeva, G., Botabayeva, A., Kozhakhmetova, D., Olzhayeva, R., & Semenova, Y. (2024). The prevalence and risk factors of pressure ulcers among residents of long-term care institutions: a case study of Kazakhstan.
Scientific Reports (Nature Publishing Group)
,
14
(1).
https://doi.org/10.1038/s41598-024-57721-8 
 Picot Assignment Example

Problem Identification and Description Using PICOT Format

Problem Identification and Description Using PICOT Format

P (Population)

Adult psychiatric patients receiving Ativan (lorazepam) for anxiety, agitation, or insomnia.

I (Intervention)

Administration of Ativan (lorazepam).

C (Comparison)

Use of non-benzodiazepine alternatives such as buspirone, hydroxyzine, or SSRIs.

O (Outcome)

Increased risk of sedation, cognitive impairment, falls, paradoxical agitation, and dependence.

T (Timeframe)

Within 7 days of starting treatment.

Research Question

In adult psychiatric patients being treated for anxiety, agitation, or insomnia (P), how does the use of Ativan (lorazepam) (I) compared to non-benzodiazepine alternatives (C) impact the risk of sedation, cognitive impairment, falls, paradoxical agitation, and dependence (O) within 7 days of starting treatment (T)?

1. Identify and describe the problem in clear and concise language. To help you think about what problem you might choose, keep in mind the health or nursing problems of the patient population(s) you currently serve, those you encountered in your clinical courses, or those you plan to work with in the future.

1a. Describe the clinical setting.

1b. Describe the service area for the clinic and population groups who attend the clinic services.

1c. What kinds of problems do you see in the clinic?

2. Give a clear, explicit statement of the problem and target population, as well as the background of the specific problem relative to the clinical setting.

2a. Is it broad enough that you can analyze it from many theoretical and conceptual points of view and make suitable plans to address the problem from a number of perspectives?

2b. Is it of enough interest to you that you are willing to spend most of the semester thinking about it, assessing all its dimensions, planning in detail how to address it, and designing a detailed intervention and evaluation plan?

3. Describe the significance of the evidence-based project that could be implemented in the selected setting to the nursing profession. Ask yourself why it is important to you. Consider your own clinical interest.

3a. Describe clinical observations that point out the knowledge gap, clinical gap, etc.

3b. Describe the significant research in the area that has been done that delineates the gap in our knowledge.

Ensure that the paper:

1. Presents a thorough and insightful analysis of the chosen topic/problem.

2. Describes the problem thoroughly, including the target population and history/background information at the assigned clinic or hospital.

3. The significance and applicability to nursing is included and well presented.

4. Includes an appropriate topic identification related to an advanced practice nursing issue or practice problem of concern.

5. The population is fully defined and present in the research question.

6. Includes specific interventions, identifies comparisons, and presents appropriate outcomes in a timely manner for the question.

7. Overall, it is a well-built question using the PICOT format.

 

Problem Identification and Description Using PICOT Format

The PICOT framework helps in making good clinical research questions. In adult psychiatric patients with anxiety, agitation, or insomnia (P), Ativan (lorazepam) (I) is often used to help with symptoms. But Ativan can cause problems like feeling too sleepy, memory problems, falling down, strange behaviors, and addiction (O). Some doctors use other medicines instead, like buspirone, hydroxyzine, or SSRIs (C). This paper looks at the use of Ativan in psychiatric patients, the problems it may cause, and why it is important for nurses to know about it.

Clinical Setting and Population

This problem happens in psychiatric hospitals and clinics where patients are treated for mental health problems. The clinic in this discussion is a psychiatric unit for adults who have anxiety, agitation, or trouble sleeping. Many of these patients also have depression, bipolar disorder, or schizophrenia. The clinic serves different types of people, including older adults, people with drug or alcohol problems, and those with memory issues.

In this clinic, many healthcare practitioners give benzodiazepines like Ativan to calm patients quickly. But some patients have bad reactions to these drugs, especially older people. They may feel confused, fall down, or act differently than expected. Some patients also get addicted to Ativan, which makes it harder for them to stop using it later. Nurses often see patients who have used benzodiazepines for a long time and struggle with withdrawal symptoms. Because of these problems, it is important to find better ways to help psychiatric patients.

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Statement of the Problem

The main problem is that Ativan may cause harm to psychiatric patients. It helps with anxiety and sleep problems, but it can also make patients too sleepy, confused, or addicted. Studies show that benzodiazepines like Ativan can be dangerous, especially if used for a long time (Edinoff et al., 2021). Some doctors still use it because it works fast, but other medicines may be safer Problem Identification and Description Using PICOT Format.

This problem is big enough to study in different ways. One can look at how Ativan affects the brain, how people become addicted, and how it changes patient behavior. Nurses and doctors need to think about whether Ativan’s benefits are worth the risks. This topic is important because it affects patient safety. Psychiatric nurses work closely with patients and see these problems every day. This study can help nurses and doctors understand when Ativan is safe to use and when it is better to choose a different medicine.

Significance to Nursing Practice

Finding safer ways to treat anxiety and sleep problems is very important in psychiatric care. Many medical organizations, like the American Psychiatric Association (APA), warn about the risks of benzodiazepines (Gupta et al., 2020). Nurses play a big role in helping patients understand their medicines and watching for side effects. Right now, there is not enough information about the best way to manage anxiety and sleep problems without benzodiazepines. SSRIs, buspirone, and hydroxyzine are safer, but they do not work as fast as Ativan. Research shows that SSRIs help with anxiety, but they take a few weeks to start working (Muhammad et al., 2024). Because of this, many doctors still choose benzodiazepines even when they know the risks.

Nurses often see that Ativan is given to patients too easily. This is because
doctors and nurses are familiar with it
, and it works quickly. But the problem is that some patients get addicted, fall down, or feel more confused. Nurses can help by teaching doctors and patients about the risks and safer alternatives. They can also suggest different ways to manage anxiety, like therapy or other medicines.

Evidence-Based Project Implementation

To solve this problem, a research project could focus on changing how Ativan is used. First, nurses and doctors need education about the risks of Ativan and the benefits of other medicines. Hospitals should also make new rules about treating anxiety and sleep problems. These rules should tell doctors to try safer medicines first before using Ativan. Additionally, hospitals should track patient outcomes to see if using fewer benzodiazepines leads to better results.

The first step in this project is to look at how often Ativan is given to patients. Then, hospitals can train nurses and doctors to use other medicines and methods. Working together with pharmacists and psychiatrists can help make sure the new rules are followed. Finally, patient health should be checked over time to see if the changes are working. Problem Identification and Description Using PICOT Format

Conclusion

Ativan is often used in psychiatric patients, but it can cause many problems, like sleepiness, confusion, falls, and addiction. Even though it works fast, it is not always the best choice. Safer medicines exist, but they are not used enough. This is an important issue for nurses because they help manage patient care and can suggest safer treatments. By studying Ativan’s risks and comparing it to other medicines, better ways to treat psychiatric patients can be found. This research can help doctors and nurses make safer choices.

References

Edinoff, A. N., Nix, C. A., Hollier, J., Sagrera, C. E., Delacroix, B. M., Abubakar, T., Cornett, E. M., Kaye, A. M., & Kaye, A. D. (2021). Benzodiazepines: Uses, dangers, and clinical considerations. Neurology International, 13(4), 594-607.
https://doi.org/10.3390/neurolint13040059

Gupta, A., Bhattacharya, G., Balaram, K., Tampi, D., & Tampi, R. R. (2020). Benzodiazepine use among older adults. Neurodegenerative Disease Management, 11(1), 5-8.
https://doi.org/10.2217/nmt-2020-0056

Muhammad, T., Akhtar, U., & Ali, H. (2024). Role Of Selective Serotonin Reuptake Inhibitors (SSRIS) In Mental Health Issues. International Journal of Multi-Faceted Research, 1(2), 16-19.
https://www.ijmfr.com/ijmfr/index.php/ijmfr/article/view/11
  Problem Identification and Description Using PICOT Format

PICOT Question Worksheet Assignment with answers

Module 2 Assignment: PICOT Question Worksheet

P (Population): Hospitalized adult patients with urinary catheters

I (Intervention): Implementation of a structured nurse-led education program on CAUTI prevention

C (Comparison): Standard care without a structured education program

O (Outcome): Reduction in the incidence of CAUTIs

T (Time): Over a period of six months

 

PICOT Question Worksheet Assignment with answers

Complete the following: 

Identification of a practice-related issue

Identify and describe one practice-related issue. Include the rationale for addressing this issue or concern. Include support from current scholarly nursing sources.

Answer

Placing urinary catheters in hospitalized patients leads to catheter-associated urinary tract infections (CAUTIs), the most prevalent healthcare-associated infections. CAUTIs make up more than 30% of all healthcare-associated infections, as reported by the Centers for Disease Control and Prevention (CDC) while causing substantial harm to patient safety and raising healthcare expenses (Rosenthal et al., 2024). Bacteria can enter the urinary system through urinary catheters, which creates an infection risk, according to Pryor et al., 2025.

This issue requires immediate attention because it affects numerous patients and healthcare institutions extensively. Hospitalized patients with CAUTIs need extended hospitalization and extra medical expenses, while severe infections may lead to sepsis. The issue is crucial for nursing practice because nurses perform catheter procedures and manage their entire lifecycles. The development and implementation of evidence-based prevention programs led by nurses represent the key solution for lowering infection rates and enhancing patient results (Patel et al., 2023) PICOT Question Worksheet Assignment with answers.

 

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Rationale

Explain why the issue is important to the profession of nursing. Describe its impact on health outcomes. Include support from current scholarly nursing sources.

Answer

The nursing profession focuses on this issue because it supports the essential principles of safety promotion and quality care delivery. Healthcare institutions face substantial financial expenses due to CAUTIs, which simultaneously create patient health complications (Pryor et al., 2025). This problem reflects nursing’s dedication to practicing according to evidence-based standards while continuously seeking quality enhancement.

CAUTIs have severe negative effects on health outcomes. These infections cause patients discomfort, end their recovery duration and occasionally lead to life-threatening medical situations. Because of their elevated infection rates, healthcare organizations must face financial repercussions from value-based purchasing programs (Rosenthal et al., 2024). Research shows that nurse-led structured education programs lower CAUTI rates by providing nurses with evidence-based practice implementation skills, according to Patel et al. (2023).

Practice question Elements

·       Define each element of your practice question using the PICOT format in one or two sentences, being sure to address the following:

·      
P-Population and problem
– What was the nursing practice concern or problem, and whom did it affect?

·      
I–Intervention
– What was the evidence-based solution for the problem?

·      
C–Comparison
– What was another solution for the problem?

·      
O–Outcome
– Did the intervention work? What was the outcome?

·      
T–A time frame
– What was the timeframe?

Answer

 

 

 

 

 

 

 

 

 

·      
P-Population and problem
– Hospitalized adult patients with urinary catheters

·      
I–Intervention
–Implementation of a structured nurse-led education program on CAUTI prevention

·      
C–Comparison
– Standard care without a structured education program

·      
O–Outcome
– Reduction in the incidence of CAUTIs

·      
T–A time frame
– Over six months

Practice Question narrative

Construct your Practice question using the
PICOT framework in the standard PICOT question format
(narrative)

In _____ (P), how did _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?

Answer

“In hospitalized adult patients with urinary catheters (P), how does the implementation of a nurse-led education program on CAUTI prevention (I) compared to standard care (C) affect the incidence of CAUTIs (O) over six months (T)?”

(5)

References: Include at least three current scholarly nursing sources in APA format. Citations are included within the worksheet.

Answer

Patel, P. K., Advani, S. D., Kofman, A. D., Lo, E., Maragakis, L. L., Pegues, D. A., … & Meddings, J. (2023). Strategies to prevent catheter-associated urinary tract infections in acute-care hospitals: 2022 Update. 
Infection Control & Hospital Epidemiology
, 
44
(8), 1209-1231.

Pryor, S., Hanson, A., Chan, J., Brunner, H., Letourneau, R., & Menon, U. (2025). Nurse Well-Being and Patient-Specific Outcomes: A Scoping Review. 
Journal of Nursing Care Quality
, 
40
(1), 46-55.

Rosenthal, V. D., Memish, Z. A., Nicastri, E., Leone, S., & Bearman, G. (2024). Preventing catheter-associated urinary tract infections: a position paper of the International Society for Infectious Diseases, 2024 update. 
International Journal of Infectious Diseases
, 107304.

 

 

Module 2 Assignment
:

PICOT Question Worksheet

Guideline and Rubric

 

Purpose

Evidence-based practice begins with a thorough and systematic review of the literature to identify evidence that supports best practices for nursing and healthcare delivery. In order to guide the literature search in a clear and meaningful way, a practice question, sometimes called a PICOT question, is constructed. Practice questions, often constructed as a PICOT question, help to identify specific terms to guide a literature search for evidence. The purpose of this assignment is to construct a practice question using the PICOT framework to guide a literature search for the best evidence regarding the identified practice issue.

Course Learning Outcome

Through this assignment, the student will address the following course learning outcome:

CO 3: Demonstrate professional growth in the use of research and/or evidence-based literature to guide reflective practice in culturally diverse settings. (PO 3)

Suggested Due Date

This assignment has a
suggested
due date of Sunday 11:59 pm MT at the end of Module 2.

Final
due date is Sunday 11:59 pm MT at the end of Module 7.

Total Points Possible:  170 Points

 

Assignment Overview

Review the elements included in PICOT questions to guide evidence-based nursing practice.  Complete the PICOT worksheet.  Respond to the questions noted below.

Using a minimum of 3 scholarly nursing sources, current within 5 years, answer the following questions:

Identify and describe one practice-related issue or concern.

Explain why the issue/concern is important to the profession of nursing and its impact on health outcomes. Describe the rationale for addressing the issue or concern.

Discuss each element of your PICOT question in one or two sentences, being sure to address all of the following:

P-Population and problem
– What was the nursing practice concern or problem and whom did it affect?

I–Intervention
– What was the evidence-based solution for the problem?

C–Comparison
– What was another solution for the problem?

O–Outcome
– Did the intervention work? What was the outcome?

T–Time frame
– What was the timeframe?

Construct your practice question in the standard PICOT question format (narrative) and define each letter separately, such as:

In _____ (P), how did _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?

Include a minimum of 3 current scholarly nursing sources within five years using APA format.

 

Assignment Instructions

Abide by the Chamberlain College of Nursing Academic Integrity Policy.

Using the PICOT worksheet provided, upload the PICOT worksheet as a Word Document.

No direct quotes may be used in this assignment.

Due to the reflective nature of the assignment, first person is acceptable.

Please note: If you do not receive a proficient rating in any major content category, you can re-submit your assignment with revisions in those content categories to receive a better grade.  You have one additional opportunity to revise after the initial submission in order to make improvements. The initial submission must be a completed worksheet – rough drafts will not be graded. All revisions must be submitted no later than Sunday of Module 7 at 11:59 p.m. (You cannot revise your college-level writing style for a higher grade in that category)

Assignment Criteria

Assessment Criteria

Points

%

Description

Practice-related Issue

34

20%

This section of the worksheet includes:

·        Identification of one practice-related issue or concern.

·        Description of the issue or concern.

·        Rationale for addressing this issue or concern.

·        Provides support from current, scholarly nursing sources.

Significance of the Issue

34

20%

This section of the worksheet includes:

·        Explanation of why the issue/concern is important to the profession of nursing. PICOT Question Worksheet Assignment with answers

·        Explanation of the impact of the issue or concern health outcomes.

·        Provides support from current, scholarly nursing sources.

Discussion of PICOT Elements

51

30%

This section of the worksheet includes:

·        Accurate and clear discussion of the following elements, including 1-2 sentences to address each:

·       
P-Population and problem –
What was the nursing practice concern or problem and whom did it affect?

·       
I–Intervention –
What was the evidence-based solution for the problem?

·       
C–Comparison –
What was another solution for the problem?

·       
O–Outcome –
Did the intervention work? What was the outcome?

·       
T–Time frame –
What was the timeframe?

PICOT Question

34

20%

This section of the worksheet includes:

 

·        Construction of the above-described PICOT question in the standard PICOT question format (narrative).

 

College-level Writing Style and Scholarly Literature Support

17

10%

 

For full credit in this section, the following criteria must be met:

·        Correct use of spelling and sentence structure.

·        Clarity, organization, and logical flow of ideas within writing.

·        No direct quotes.

·        Minimum of 3 scholarly nursing sources, current within 5 years.

·        Correct APA format for Citation and referencing sources and Mechanics of style (Abbreviations, capitalizations, italics and numbers).

 

Total

 170

100%

A quality assignment will meet or exceed the above requirements.

Grading Rubric

Assessment Criteria

Distinguished

(100%)

Exceeds

(92%)

Proficient

(84%)

Needs Improvement

(0)

Practice-related Issue

 34 Points

31 Points

28 Points

0 Points

Distinguished presentation of information evidenced by
all of the following content areas
covered in a comprehensive and concise manner:

 

·        Identifies one valid practice-related issue or concern.

·        Thoroughly describes the issue or concern.

·        Rationale is accurate for addressing this issue or concern.

·        Provides support from current, scholarly nursing sources.

 

Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with
one area where coverage is superficial:

·        Identifies one valid practice-related issue or concern.

·        Thoroughly describes the issue or concern.

·        Rationale is accurate for addressing this issue or concern.

·        Provides support from current, scholarly nursing sources.

 

Proficient presentation of information evidenced by content covered in a
limited or superficial manner in two or more
of the content areas:

·        Identifies one valid practice-related issue or concern.

·        Thoroughly describes the issue or concern.

·        Rationale is accurate for addressing this issue or concern.

·        Sufficient support Provides support from current, scholarly nursing sources.

 

Presentation of information needs improvement as evidenced by content that is
missing or unsatisfactory in one or more
of the content areas:

·        Identifies one valid practice-related issue or concern.

·        Thoroughly describes the issue or concern.

·        Rationale is accurate for addressing this issue or concern.

·        Provides support from current, scholarly nursing sources.

 

Significance of the Issue

34 Points

 31 Points

 28 Points

 0 Points

Distinguished presentation of information evidenced by
all of the following content areas
covered in a comprehensive and concise manner:

 

·        Explains why the issue/concern is important to the profession of nursing.

·        Explains the impact of the issue or concern health outcomes.

·        Provides support from current, scholarly nursing sources.

 

Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with
one area where coverage is superficial:

·        Explains why the issue/concern is important to the profession of nursing.

·        Explains the impact of the issue or concern health outcomes.

·        Provides support from current, scholarly nursing sources.

 

Proficient presentation of information evidenced by content covered in a
limited or superficial manner in two or more
of the content areas:

·        Explains why the issue/concern is important to the profession of nursing.

·        Explains the impact of the issue or concern health outcomes.

·        Provides support from current, scholarly nursing sources.

 

Presentation of information needs improvement as evidenced by content that is
missing or unsatisfactory in one or more
of the content areas:

·        Explains why the issue/concern is important to the profession of nursing.

·        Explains the impact of the issue or concern health outcomes.

·        Provides support from current, scholarly nursing sources.

 

Discussion of PICOT Elements

51 Points

 46 Points

  42 Points

0 Points

Distinguished presentation of information evidenced by
all of the following content areas
covered in a comprehensive and concise manner:

 

·        Accurate and clear discussion of the following elements, including 1-2 sentences to address each:

·       
P-Population and problem

·       
I–Intervention

·       
C–Comparison

·       
O–Outcome

·       
T–Time frame

Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with
one area where coverage is superficial:

 

·        Accurate and clear discussion of the following elements, including 1-2 sentences to address each:

·       
P-Population and problem

·       
I–Intervention

·       
C–Comparison

·       
O–Outcome

·       
T–Time frame

Proficient presentation of information evidenced by content covered in a
limited or superficial manner in two or more
of the content areas:

 

·        Accurate and clear discussion of the following elements, including 1-2 sentences to address each:

·       
P-Population and problem

·       
I–Intervention

·       
C–Comparison

·       
O–Outcome

·       
T–Time frame

Presentation of information needs improvement as evidenced by content that is
missing or unsatisfactory in one or more
of the content areas:

 

·        Accurate and clear discussion of the following elements, including 1-2 sentences to address each:

·       
P-Population and problem

·       
I–Intervention

·       
C–Comparison

·       
O–Outcome

·       
T–Time frame

PICOT Question

34 Points

 31  Points

 28  Points

0 Points

Distinguished presentation of information evidenced by
all of the following content areas
covered in a comprehensive and concise manner:

 

·        Construction of the Practice question using the PICOT framework in the standard PICOT question format (narrative).

Presentation of information exceeds expectations evidenced by most content covered in a comprehensive and concise manner, but with
one area where coverage is superficial:

 

·        Construction of the Practice question using the PICOT framework in the standard PICOT question format (narrative.)

Proficient presentation of information evidenced by content covered in a
limited or superficial manner in two or more
of the content areas:

 

·        Construction of the Practice question using the PICOT framework in the standard PICOT question format (narrative).

 

·        Presentation of information needs improvement as evidenced by content that is
missing or unsatisfactory in one or more
of the content areas:

·        Construction of the Practice question using the PICOT framework in the standard PICOT question format (narrative).

College-level Writing Style and Scholarly Literature Support

17 Points

 15 Points

14 Points

0 Points

Distinguished college-level writing style is evidenced by meeting all of the following criteria with 0-1 errors total:

·        Correct use of spelling, grammar, sentence, and paragraph structure.

·        Clarity, organization, and logical flow of ideas within writing.

·        No direct quotes.

·        Minimum of 3 scholarly nursing sources, current within 5 years.

·        Correct APA format for Citation and referencing sources and Mechanics of style (Abbreviations, capitalizations, italics and numbers).

 

College-level writing style exceeds expectations as evidenced by meeting the following criteria with 2-4 errors total:

·        Correct use of spelling, grammar, sentence, and paragraph structure.

·        Clarity, organization, and logical flow of ideas within writing.

·        No direct quotes.

·        Minimum of 3 scholarly nursing sources, current within 5 years.

·        Correct APA format for Citation and referencing sources and Mechanics of style (Abbreviations, capitalizations, italics and numbers). PICOT Question Worksheet Assignment with answers

 

Proficient college-level writing style is evidenced by meeting the following criteria with 5-7 errors, total:

·        Correct use of spelling, grammar, sentence, and paragraph structure.

·        Clarity, organization, and logical flow of ideas within writing.

·        No direct quotes.

·        Minimum of 3 scholarly nursing sources, current within 5 years.

·        Correct APA format for Citation and referencing sources and Mechanics of style (Abbreviations, capitalizations, italics and numbers).

 

 

College-level writing style needs improvement as evidenced by meeting the following criteria with 8 or more errors, total:

·        Correct use of spelling, grammar, sentence, and paragraph structure.

·        Clarity, organization, and logical flow of ideas within writing.

·        No direct quotes.

·        Minimum of 3 scholarly nursing sources, current within 5 years.

·        Correct APA format for Citation and referencing sources and Mechanics of style (Abbreviations, capitalizations, italics and numbers).

 

 

 

Module 2 Assignment: PICOT Question Worksheet

Complete the following worksheet. Please refer to the PICOT Question Worksheet Assignment Guidelines and Rubric.

 

Complete the following:  

Identification of a practice related issue

Identify and describe one practice related issue. Include the rationale for addressing this issue or concern.  Include support from current scholarly nursing sources.

Answer

 

 

 

 

 

Rationale

Explain why the issue is important to the profession of nursing. Describe its impact on health outcomes. Include support from current scholarly nursing sources.

 

Answer

 

PICOT Question Worksheet Assignment with answers

 

 

Practice question Elements

·        Define each element of your practice question using the PICOT format in one or two sentences, being sure to address the following:

·       
P-Population and problem
– What was the nursing practice concern or problem and whom did it affect?

·       
I–Intervention
– What was the evidence-based solution for the problem?

·       
C–Comparison
– What was another solution for the problem?

·       
O–Outcome
– Did the intervention work? What was the outcome?

·       
T–Time frame
– What was the timeframe?

 

Answer

 

 

 

 

 

 

 

 

 

·       
P-Population and problem
–  Hospitalized adult patients with urinary catheters

 

·       
I–Intervention
–Implementation of a structured nurse-led education program on CAUTI prevention

·       
C–Comparison
– Standard care without a structured education program

 

 

·       
O–Outcome
– Reduction in the incidence of CAUTIs

 

·       
T–Time frame
– Over a period of six months

 

 

 

 

Practice Question narrative

Construct your Practice question using the PICOT framework in the standard PICOT question format (narrative)

In _____ (P), how did _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?

 

Answer

 

 

 

 

(5)

References: Include a minimum of 3 current scholarly nursing sources in APA format. Citations are included within the worksheet.

Answer

 

 

 

PICOT Question Worksheet Assignment with answers

Carper’s Ways of Knowing in Nursing Examples

Consider Carper’s Ways of Knowing: empirical, personal, ethical, and aesthetic. For each way of knowing, describe a clinical situation including a nursing intervention you implemented while caring for a patient, family, group, or community. In your description, explain how the particular way of knowing informed the decision to implement the intervention.

Use one scholarly reference for each of your four explanations in order to provide support for your reasons that a particular intervention is an example of the selected way of knowing. Use a different reference for each of the four descriptions. Use references other than those provided in assigned course readings. APA formatting must be applied and errors in spelling and grammar must be absent; these are standard requirements for presenting scholarly, professional products.

Carper’s Ways of Knowing

In healthcare, Carper’s fundamental patterns of knowing form the syntactical and conceptual structure of nursing knowledge. The four ways of knowing are personal, empirical, aesthetic, and ethical. Each of these patterns is distinguished based on their logical meaning. Personal knowing references knowledge of oneself and others while empirical knowledge denotes nursing science. Ethical knowing allows the development of moral knowledge, while aesthetic knowing reflects the art of nursing. The above four knowledge patterns are key foundation elements of nursing knowledge. They are expressed in an integrated manner that fosters holistic care. Carper’s ways of knowing have been significantly helpful in addressing scenarios I have encountered during patient interactions.

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Personal Knowing

Personal knowing is the knowledge that nurses have of themselves, based on what they have observed and experienced. An example of a clinical situation where I explicitly applied personal knowing was my interaction with an elderly patient of a different cultural background. While interacting with the patient, I had to develop a personal awareness to avoid any bias and stereotyping based on the patient’s cultural background. In nursing, developing an interpersonal relationship between the nurse and the patient is fundamental (Kornhaber et al., 2016). This can only be achieved by understanding yourself as a nurse and others to cultivate therapeutic interactions with the patient. Using personal knowledge, I implemented the intervention of placing myself in the patient’s shoes and having the
awareness to address physical, social, emotional, and spiritual needs
while emphasizing with the patient facing difficult times. Personal knowing influenced the decision to implemented intervention as it fostered the understanding that therapeutic relationships with patients must be authentic Carper’s Ways of Knowing in Nursing Examples.

Empirical Knowing

Empirical knowing is the use of scientific information to describe specific nursing phenomena. It is obtained from objective facts and research. My extensive nursing education and research have equipped me with sufficient knowledge to handle complex nursing situations. I was recently the nurse leader in our department, where the attending nurse administered the wrong medication to the right psychiatrist patient. Instead of asking the patient to say his full names, the nurse asked the patient whether his name was Peter Jones, to which the patient nodded. The nurse administered the drug, which was meant for another person with the same first name. While no adverse reactions were recorded, such a medical error could have significantly jeopardized patient safety (Gorgich et al., 2015).  As a nurse leader, I took the intervention to educate nurses on the importance of adhering to medication administration’s five rights to avert medical errors. My decision was influenced by knowledge obtained from nursing education and research.

Ethical Knowing

As a nurse, I have experienced several occasions that required me to apply ethical knowing. I once received a patient whose condition was not in my area of specialization. As the patient had provided confidential personal information about the disease, I had to obtain his consent before sharing the information with the lead physician. This intervention was based on the ethical code of conduct governing the profession. According to Barlow et al. (2017), adhering to the moral code of conduct is key to solving ethical dilemmas in nursing.

Aesthetic Knowing

Aesthetic knowing deals with a
nurse’s capability to effectively fulfill a patient’s needs
(Henry, 2017).  In a recent clinical scenario, I emphasized with a patient’s fears and anxieties of getting inoculated even when I knew that the short-lived pain experienced was worth the long-term benefits of the procedure. My intervention was driven by the need to enhance patient experience and establish personalized plans to help them go through the treatment procedures. Carper’s Ways of Knowing in Nursing Examples

References

Barlow, N. A., Hargreaves, J., & Gillibrand, W. P. (2017). Nurses’ contributions to the resolution of ethical dilemmas in practice.
Nursing Ethics,
25(2), 230-242.
https://doi.org/10.1177/0969733017703700

Gorgich, E. A., Barfroshan, S., Ghoreishi, G., & Yaghoobi, M. (2015). Investigating the causes of medication errors and strategies to prevention of them from nurses and nursing student viewpoint.
Global Journal of Health Science
, 8(8), 220.
https://doi.org/10.5539/gjhs.v8n8p220

Henry, D. (2017). Rediscovering the art of nursing to enhance nursing practice.
Nursing Science Quarterly
, 31(1), 47-54.
https://doi.org/10.1177/0894318417741117

Kornhaber, R., Walsh, K., Duff, J., & Walker, K. (2016). Enhancing adult therapeutic interpersonal relationships in the acute health care setting: An integrative review.
Journal of Multidisciplinary Healthcare,
9, 537-546.
https://doi.org/10.2147/jmdh.s116957
  Carper’s Ways of Knowing in Nursing Examples

NURS 601 – Nursing Philosophy

Take-Home Exam

 
Assignment Title:
Exploring your topic of interest in Nursing

Instructions:

Choose (your topic or area of interest) to address in your essay

Integrating Caper’s Fundamental Patterns of Knowing  to your essay and it should demonstrate a comprehensive understanding of (the topic) in nursing.

Construct a well-reasoned argument and provide real-world examples where applicable.

Engage with relevant theories, principles, and Caper’s patterns of knowing as well.

Integrate scholarly sources to support your argument.

Follow the APA writing style (ed. 7), which is specified in this course.

Assay Tips:

Define your topic (the concept, phenomenon, issue) in relation with nursing fields.

Discuss your topic faced by healthcare professionals (nurses, physicians, or others), community, or organizations.

Explore the implications of this concept interacts with nursing practice, management, or education.

Provide examples from your clinical experience or scholarly literature to illustrate these challenges.

Scoring Rubric:
Refer to the attached rubric for guidance on how your essay will be evaluated.

Submission Guidelines:

Your essay should be between 1500 and 2000 words.

Use 12-point Times New Roman font, double-spaced.

Include a bibliography citing relevant scholarly sources used in your essay.

 

 
NURS 601 – Nursing Philosophy –
Harmony in Healthcare: Navigating Self-Care Through Carper’s Patterns of Knowing in Nursing

 
Introduction

The idea of self-care surfaces as a crucial element in the ever-changing nursing landscape, recognizing the vital role that medical professionals play in fostering holistic well-being (Seaward, 2020). Carper’s Fundamental Patterns of Knowing must be integrated as nurses manage the intricacies of their line of work. The five patterns of experiential, aesthetic, ethical, personal, and empirical knowing provide a complex prism through which the complex aspects of self-care can be investigated (Wong, 2023). This essay argues that a thorough examination and use of Carper’s patterns greatly improve our understanding of nursing self-care and lead to a more complex and all-encompassing approach to the well-being of healthcare practitioners.

Defining Self-Care in Nursing

In nursing, self-care refers to the conscious and proactive process of preserving one’s physical, mental, and emotional health in order to maintain peak performance in the demanding field of healthcare. The need of self-care in the nursing profession, which is marked by empathy, compassion, and never-ending demands, cannot be emphasized (Chipu, 2021). It acts as a cornerstone for fostering resilience, averting burnout, and guaranteeing ongoing provision of high-quality patient care. Nurses who put their own health first are better able to handle the difficulties that come with their work and advance a holistic health culture.

This definition lays the groundwork for a more thorough examination of self-care in the context of nursing. It is clear from studying Carper’s Fundamental Patterns of Knowing that self-care is a professional necessity that is deeply ingrained in efficient nursing practice, not just a personal decision (Glassburn et al., 2019). The conversation that follows will demonstrate how these patterns deepen our comprehension of self-care and point nurses in the direction of a more all-encompassing and integrated approach to their personal health.

Empirical Knowing in Self-Care

Empirical Knowing, the first pattern proposed by Carper, is essential to comprehending and advocating for self-care among nurses. Using objective data, scientific evidence, and study findings to guide nursing practice is known as Empirical Knowing. Empirical information is essential in developing evidence-based solutions for self-care that address the particular demands and difficulties experienced by nurses.

Empirical Knowing helps people practice self-care by firmly establishing practices in data that has been verified by science. Empirical evidence is available to support the inclusion of mindfulness practices in self-care routines, for example, from research studies examining the effects of these practices on stress reduction among nurses. Empirical research provides nurses with knowledge on the physiological and psychological effects of stress, enabling them to make well-informed decisions about their own well-being.

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Empirical instances demonstrate how evidence-based approaches support nurses’ self-care endeavors. For example, studies on sleep hygiene highlight how crucial good sleep is to avoiding burnout. Equipped with this scientific understanding, nurses can put into practice useful strategies like setting regular sleep patterns and constructing sleep-friendly surroundings to maximize their own rest, so strengthening their capacity to deliver high-quality patient care.

Moreover, the creation of customized self-care interventions is guided by scientific research. The incorporation of regular exercise regimens into nurses’ self-care practices is informed by research on the effectiveness of physical exercise in reducing stress and enhancing mental health. Nurses can confidently embrace techniques that not only address their personal well-being but also align with the larger objective of improving overall healthcare outcomes by coordinating self-care activities with empirical findings.

Aesthetic Knowing in Self-Care

Aesthetic Knowing, Carper’s third pattern, adds a level of comprehension to nursing beyond its analytical and empirical components. Aesthetic knowing promotes a comprehensive and sophisticated approach to self-care by acknowledging the artistry and creativity present in nursing practice.

Aesthetic Knowing encourages nurses to view their well-being as a canvas on which they may create a tapestry of resilience and health when it comes to self-care (Herrera et al., 2022). The significance of accepting self-care as an artistic and individual endeavor is highlighted by this pattern. Nurses are encouraged to approach self-care with an artistic mindset, customizing routines to suit their own needs and preferences, as opposed to seeing it as a mundane checklist.

Aesthetic Knowing understands that every nurse is different and that there is no one-size-fits-all approach to self-care. Through this pattern, nurses learn to appreciate the variety of ways that self-care can be expressed. This could be taking refuge in the outdoors, pursuing artistic endeavors, or taking part in joyful and fulfilling activities. Nursing professionals encourage a more comprehensive and long-lasting approach to self-care by acknowledging the aesthetic aspects of their own well-being.

By incorporating creativity and mindfulness into their daily routines, nurses can improve the quality of their self-care practices by utilizing Aesthetic Knowing. Given the therapeutic benefits of artistic endeavors, a nurse might, for example, include painting, music, or journaling in their self-care routine. These artistic endeavors are in line with the ideas of Aesthetic Knowing because they provide a platform for the release of emotions and enhance self-awareness.

Personal Knowing in Self-Care

The fourth pattern in Carper’s model, Personal Knowing, explores the individual and subjective elements of nursing practice. Personal Knowing is a major factor in the field of self-care, influencing nurses’ comprehension and application of self-care tactics (Riegel et al., 2022).

The concept of Personal Knowing in self-care recognizes that nurses’ practice of self-care incorporates their individual life experiences, values, and beliefs. Personal experiences have a significant influence on self-care because nurses use their unique histories to help them negotiate the challenging terrain of their line of work. A burnt-out nurse, for instance, may become more conscious of the value of establishing boundaries and making time for self-reflection on a regular basis.

Personal Knowing guides nurses in choosing self-care strategies that meet their specific requirements and affects how they interpret and handle pressures. The understanding that individual experiences influence one’s perspective on health enables nurses to genuinely customize self-care techniques. This could entail taking lessons from setbacks or past triumphs as motivation, which would ultimately add to a repertory of self-care techniques that is more flexible and robust.

Giving personal stories or experiences about self-care in the nursing field opens our eyes to the complex interactions that exist between well-being and Personal Knowing. For example, a nurse might talk about a particularly trying time in their profession and how it made them reevaluate how they take care of themselves. By sharing such stories, nurses can build relationships with their peers and promote an environment where problems and successes related to self-care are discussed and supported.

I remember a time in my career as a nurse when I was under a lot of emotional and physical stress. I began implementing quick mindfulness exercises into my daily routine after realizing how important it was to take care of myself. This decision I made for myself not only gave me a break during busy hours, but it also encouraged my coworkers to look into comparable practices. This tiny personal adjustment had a positive ripple effect on the team, making the work atmosphere more supportive and resilient overall.

Therefore, nurses’ answers to the demands of their work are shaped by their personal knowledge of self-care. Nurses can develop a more genuine and long-lasting approach to self-care by recognizing and appreciating the personal components of their well-being. This will promote resilience in individuals as well as improve the general health of the nursing community.

Experiential Knowing in Self-Care

Experiential Knowing, Carper’s sixth pattern, highlights the importance of learning from real-world experiences when it comes to nurses’ self-care. Experiential Knowing recognizes that knowledge acquired through the lived realities of nursing practice is superior than academic knowledge alone.

Experiential Knowing highlights the iterative process of learning and adjusting in the context of self-care. A multitude of experiential knowledge is amassed by nurses as they maneuver through the constantly changing and frequently difficult healthcare environment. This body of knowledge acts as a guide for developing successful self-care techniques.

Understanding that self-care is a dynamic, ever-evolving journey rather than a static concept depends critically on experiential knowledge. For example, a nurse may, on the basis of recommendations or research, begin by experimenting with various stress-reduction practices, such yoga or meditation. But the real benefit of these techniques is typically demonstrated by the lived experience of regularly implementing them into one’s daily routine. Through time, nurses can improve and customize their self-care techniques by drawing on experiential knowledge that is obtained from observing the real-world impacts of these activities on stress levels and general well-being.

Adapting self-care routines to shifting conditions is another aspect of learning via experience. For instance, a nurse moving from a hectic clinical setting to a leadership position might need to review and adjust their self-care regimen to fit in with the additional duties and responsibilities. Experiential With this knowledge, nurses are better equipped to assess when changes are required and make well-informed decisions regarding their own health in light of how their settings and responsibilities are changing.

Nurses frequently gain knowledge from their experiences with self-care, both positive and negative. A seasoned nurse may discuss lessons learned from beating burnout, stressing the value of constant introspection and self-awareness in preserving a positive work-life balance. By pooling their cumulative experiences, these younger generations of nurses are able to draw from the expertise and knowledge of their more seasoned colleagues.

I’ve discovered from my own experience that self-care techniques vary greatly in their efficacy. I’ve learned through trial and error what truly refreshes me to do things like take brief walks in the outdoors during breaks. This experiential knowledge has shown me the transformational potential of learning via lived events, and it is now an essential part of my self-care regimen.

Implications for Nursing Practice

The approach to self-care is greatly enhanced by incorporating Carper’s Fundamental Patterns of Knowing into nursing practice, which provides a thorough framework that goes beyond conventional paradigms. For nurses who want to improve their well-being, the synergistic use of Empirical, Ethical, Aesthetic, Personal, and Experiential Knowing offers opportunities as well as problems.

The incorporation of these patterns promotes a comprehensive awareness of well-being, which enhances self-care within nursing practice. Empirical Knowing serves as the cornerstone for evidence-based therapies, guaranteeing that self-care techniques are backed by science in addition to being intuitively pleasing. The ethical need for nurses to put their own health first in order to provide the best possible care for patients is emphasized by ethical knowing, which helps nurses make thoughtful decisions about self-care.

Aesthetic Knowing recognizes that diversity is what makes well-being beautiful and encourages creativity and originality in self-care practices (Galassi et al., 2022). By recognizing that every nurse has a distinct set of experiences to offer the practice, Personal Knowing promotes a customized approach to self-care. Conversely, experiential knowledge emphasizes how dynamic well-being is and calls on nurses to never stop learning and growing NURS 601 – Nursing Philosophy .

Nevertheless, there are difficulties in putting Carper’s patterns-based self-care programs into practice. Adoption of these comprehensive approaches may be hampered by organizational resistance to change, time restrictions, and a perceived lack of support. In order to overcome these obstacles, there needs to be a culture shift within the nursing profession that emphasizes the value of self-care investments for nurses as well as for the survival of a robust and productive healthcare workforce.

Incorporating Carper’s patterns into nursing practice presents opportunities for increased resilience, better job satisfaction, and decreased burnout. Through the recognition and resolution of self-care complications through these patterns, nurses can establish a culture that is supportive and places a high priority on their well-being. Furthermore, these patterns provide educators and nursing leaders with a road map for creating customized treatments that meet the various needs of their teams.

Implications for Nursing Management and Education

Incorporating Carper’s Fundamental Patterns of Knowing into nursing management and education presents a significant opportunity to transform self-care practices in various domains.

The application of these patterns in nursing management pushes executives to take a more thorough view of the variables affecting nurses’ welfare. Empirical Knowing provides managers with evidence-based tactics to foster a supportive work atmosphere and encourage scientifically proven self-care habits (Dyer, 2023). Managerial decisions that give the ethical necessity of ensuring the safety of nurses top priority are guided by ethical knowledge. Aesthetic Knowing promotes a work environment that fosters creativity and customization by encouraging leaders to acknowledge the uniqueness of self-care choices.

By recognizing the significance of self-care as a crucial element of nursing practice, incorporating Carper’s patterns into curricula improves nursing education (Riley et al., 2021). By using these patterns, educators can lay the groundwork for a nurse’s lifetime well-being by stressing evidence-based self-care activities early in the nursing program. It is possible to include experiential learning and personal knowing into instructional practices to help students develop self-awareness and reflect on their own experiences (McKay, 2019).

Developing corporate cultures that value and actively support nurses’ self-care journeys is one way to potentially improve managerial and instructional approaches (Sanisdiro, 2021). Policies that support the patterns can be put in place by managers, giving employees the tools and time they need to take care of themselves. By combining practical learning opportunities with reflective practices, educational institutions can help students get a comprehensive grasp of the dynamic and personal components of self-care (Ng et al., 2022) NURS 601 – Nursing Philosophy .

Conclusion

To sum up, the examination of self-care in nursing using Carper’s Fundamental Patterns of Knowing sheds light on a complex strategy for wellbeing (Diers, 2021). A comprehensive understanding of self-care is facilitated by each pattern, which ranges from the empirical underpinnings of Empirical Knowing to the creative emphasis of Aesthetic Knowing and the recognition of individual journeys in Personal and Experiential Knowing. Fostering resilience and maintaining a healthy workforce requires integrating these patterns into nursing practice, management, and education. Carper’s patterns operate as a compass to help nurses find self-care activities that go beyond routine and improve their personal and professional lives as they negotiate the complexities of healthcare (Rader, 2020).

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 NURS 601 – Nursing Philosophy