NR716 Analytic Method
Week 3: The Practice Question Discussion
Purpose
The purpose of this discussion is to demonstrate your understanding of the practice question in a
practice change project.
Instructions
1. Using your selected practice problem, the appraised quantitative research study used in Week
1, and the evidence-based intervention from the Week 1 research study, write a one-sentence
practice question.
2. Use the format tool (PICOT), Johns Hopkins Individual Evidence Summary Tool, and the
quantitative research study used in Week 1 to determine if your practice question is feasible in
a practice setting.
a. Identify the evidence-based intervention from the study.
b. Identify the specific patient population who would benefit from this intervention in a
practice setting.
c. Identify the outcomes specific to the evidence-based intervention.
d. Describe all biophysiological measures, any surveys or questionnaires, and the timing
the outcomes were measured. As an example, were the outcomes measured every other
week?
Please click on the following link to review the DNP Discussion Guidelines on the Student
Resource Center program page:
Link (webpage): DNP Discussion Guidelines
Evidenced-based practice can be implemented using the PICOT format of systematically drafting
the research question. The evidence-based practice competencies of cultivating inquiry and
formulating population, intervention, outcome, and time (PICOT) questions are essential to
quality improvement (McClinton, 2022). The model of evidence-based practice change is used
because of its systematic approach, by using six steps to make a change in the clinical practice
setting.
• Assess the need for changes.
• Link the problem, intervention, and outcome.
• Synthesize the best evidence.
• Design the practice change.
• Implement and evaluate change.
• Integrate and maintain change.
The selected practice problem: Heart failure
Quantitative article:
, Mohammadi, F., Jahromi, M.S., Bijani, (2021). Investigating the effect of multimedia
education in combination with teach-back method on quality of life and cardiac anxiety in
patients with heart failure: a randomized clinical trial. BMC Cardiovasc Disord 21, 535 (2021).
https://doi.org/10.1186/s12872-021-02357-z
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip&db=c8h&AN=153551733&site=ehost-live
Evidence-Based Intervention:
Multimedia education with patients teach-back method increases knowledge of heart failure,
reduces anxiety, increases self-care, and promotes quality of life.
Diagnosis of heart failure causes anxiety, which can interfere with his/her ability to learn, retain,
and act on information (Harris et al., 2021). Self-care management is critical, and patients must
actively participate in their care.
Purpose:
Identify the best evidence and provide additional education beyond the traditional. Multimedia
education made grasping content easier using images, videos, and audio.
Week 3: The Practice Question Discussion
Purpose
The purpose of this discussion is to demonstrate your understanding of the practice question in a
practice change project.
Instructions
1. Using your selected practice problem, the appraised quantitative research study used in Week
1, and the evidence-based intervention from the Week 1 research study, write a one-sentence
practice question.
2. Use the format tool (PICOT), Johns Hopkins Individual Evidence Summary Tool, and the
quantitative research study used in Week 1 to determine if your practice question is feasible in
a practice setting.
a. Identify the evidence-based intervention from the study.
b. Identify the specific patient population who would benefit from this intervention in a
practice setting.
c. Identify the outcomes specific to the evidence-based intervention.
d. Describe all biophysiological measures, any surveys or questionnaires, and the timing
the outcomes were measured. As an example, were the outcomes measured every other
week?
Please click on the following link to review the DNP Discussion Guidelines on the Student
Resource Center program page:
Link (webpage): DNP Discussion Guidelines
Evidenced-based practice can be implemented using the PICOT format of systematically drafting
the research question. The evidence-based practice competencies of cultivating inquiry and
formulating population, intervention, outcome, and time (PICOT) questions are essential to
quality improvement (McClinton, 2022). The model of evidence-based practice change is used
because of its systematic approach, by using six steps to make a change in the clinical practice
setting.
• Assess the need for changes.
• Link the problem, intervention, and outcome.
• Synthesize the best evidence.
• Design the practice change.
• Implement and evaluate change.
• Integrate and maintain change.
The selected practice problem: Heart failure
Quantitative article:
, Mohammadi, F., Jahromi, M.S., Bijani, (2021). Investigating the effect of multimedia
education in combination with teach-back method on quality of life and cardiac anxiety in
patients with heart failure: a randomized clinical trial. BMC Cardiovasc Disord 21, 535 (2021).
https://doi.org/10.1186/s12872-021-02357-z
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&AuthType=ip&db=c8h&AN=153551733&site=ehost-live
Evidence-Based Intervention:
Multimedia education with patients teach-back method increases knowledge of heart failure,
reduces anxiety, increases self-care, and promotes quality of life.
Diagnosis of heart failure causes anxiety, which can interfere with his/her ability to learn, retain,
and act on information (Harris et al., 2021). Self-care management is critical, and patients must
actively participate in their care.
Purpose:
Identify the best evidence and provide additional education beyond the traditional. Multimedia
education made grasping content easier using images, videos, and audio.
