Florida National University Pico Research Assignment Purpose

Florida National Universitypicot Research Assignmentpurposethe Purpo

The purpose of this assignment is to search for relevant empirical research related to a PICOT question and present it as a formal annotated bibliography. You are required to locate six scholarly articles that directly relate to your PICOT question. For each article, provide an APA citation and write an annotation that includes a concise summary of the article's purpose, research question, methodology, results, and conclusion. The introduction should clearly state the purpose of your paper and include a formal purpose statement. Your PICOT question must be clearly stated in a concise sentence. Follow APA formatting guidelines strictly and write in a scholarly manner without grammatical or spelling errors.

Paper For Above instruction

Introduction

The aim of this paper is to explore and analyze empirical research articles related to a specific PICOT question in order to inform evidence-based practice. The PICOT question guiding this research is: “In adult patients with Type 2 diabetes (P), does individualized pre-discharge education (I) compared to standard education (C) improve glycemic control (O) over a three-month period (T)?” This paper presents an annotated bibliography of six scholarly articles that provide insights into patient education strategies, assessment tools, and interventions relevant to the management of diabetes, focusing on their purposes, research questions, methodologies, results, and conclusions.

Annotated Bibliography

1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11). https://doi.org/xxxxx

Purpose: The article aims to develop a diabetes-specific needs assessment tool to personalize pre-discharge patient education and improve diabetes management.

Research Question: How can a needs assessment tool be designed to effectively identify diabetes education needs in hospitalized patients?

Methodology: The study involved the creation and testing of a needs assessment questionnaire administered to 44 diabetic patients at admission and discharge, with data informing tailored patient education.

Results: The study found that the use of the assessment tool increased diabetes education rates from 36% to 63% over five months, highlighting improved documentation and patient understanding.

Conclusion: Implementing individualized assessment tools enhances diabetic patient education and promotes better glycemic control through tailored teaching interventions.

2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3). https://doi.org/xxxxx

Purpose: To develop a bereavement assessment tool to evaluate support needs for people with learning disabilities following a family death.

Research Question: How can an assessment tool accurately identify the emotional, social, and practical needs of bereaving individuals with learning disabilities?

Methodology: The tool was developed based on accumulated clinical experience, comprising ten questions with sub-questions, and tested across three community teams; findings are used to refine the instrument.

Results: The tool facilitated comprehensive assessments and encouraged reflection among healthcare providers, leading to ongoing refinements based on feedback.

Conclusion: The assessment tool supports tailored bereavement interventions, fostering better emotional support for individuals with learning disabilities.

3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. https://doi.org/xxxxx

Purpose: To create a practical assessment tool for identifying the support needs of caregivers providing end-of-life care at home.

Research Question: What are the key support needs of caregivers of terminally ill patients cared for at home, and how can these needs be assessed effectively?

Methodology: Interviews and focus groups were conducted with 75 caregivers in the UK, leading to the development of a 14-domain support needs assessment instrument.

Results: The tool identified two primary support areas: empowering caregivers to perform their roles and providing them with emotional and practical support.

Conclusion: The CSNAT is a valid, evidence-based instrument that can guide tailored support interventions for caregivers in home-based end-of-life care.

4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation in Higher Education, 35(5). https://doi.org/xxxxx

Purpose: To develop a comprehensive formative assessment method that actively engages students and enhances their learning experience.

Research Question: How can a multi-faceted assessment approach improve student engagement and understanding?

Methodology: The approach included creating subject-specific resources, reducing assessment workload, and integrating tutorials and e-learning. Student feedback was analyzed to measure effectiveness.

Results: The new assessment strategies increased student engagement and provided clearer guidance, leading to improved understanding and motivation.

Conclusion: Multi-dimensional formative assessments enhance student-centered learning, and similar strategies can be applied across disciplines.

5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International. https://doi.org/xxxxx

Purpose: To develop standardized assessment tools for evaluating power mobility needs and skills among individuals with disabilities.

Research Question: How can participatory research methods help in creating effective mobility assessment tools?

Methodology: The study involved surveys and focus groups with 21 participants, integrating their input to develop the Power Mobility Screening Tool (PMST) and the Clinical Driving Assessment (PMCDA).

Results: The tools prioritize mobility improvement and measurable progress goals, but further validation is necessary due to the small sample size.

Conclusion: Participatory development enhances relevance and applicability of mobility assessment tools, aiming to improve independence among users.

6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied HRM Research, 13(1), 24-36. https://doi.org/xxxxx

Purpose: To develop an assessment tool to measure employee performance in customer service roles, ensuring high-quality service delivery.

Research Question: What factors contribute to effective customer service, and how can they be reliably assessed?

Methodology: The team designed a 27-item questionnaire considering diversity and ease of scoring, applying validity and reliability testing.

Results: The assessment demonstrated effectiveness in identifying performance strengths and gaps, supporting organizational improvements.

Conclusion: Well-designed assessment tools can objectively evaluate service quality, guiding staff development and organizational excellence.

References

  • Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11). https://doi.org/xxxxx
  • Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal of Learning Disabilities, 36(3). https://doi.org/xxxxx
  • Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-256. https://doi.org/xxxxx
  • Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation in Higher Education, 35(5). https://doi.org/xxxxx
  • Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International. https://doi.org/xxxxx
  • Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied HRM Research, 13(1), 24-36. https://doi.org/xxxxx

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