NRS490 Grand Canyon WK1 PICOT Statement for Patient Population Paper Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT sta

NRS490 Grand Canyon WK1 PICOT Statement for Patient Population Paper Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Don't use plagiarized sources. Get Your Custom Essay on
NRS490 Grand Canyon WK1 PICOT Statement for Patient Population Paper Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT sta
Just from $13/Page
Order Essay

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.

Make sure to address the following on the PICOT statement:

Evidence-Based Solution
Nursing Intervention
Patient Care
Health Care Agency
Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center. 1
Running head: PICOT STATEMENT AND LITERATURE SEARCH
PICOT STATEMENT AND LITERATURE SEARCH
Jessica Mock
NRS-433V Grand Canyon University
2
PICOT & LITERATURE
Can children with mental disabilities have better health outcomes in adulthood if they are
managed upon early detection vs later detection? Does early intervention truly impact health or
does mental disability have the same outcome despite the starting point of interventional
therapies?
P- Population, patient, problem
Children that have mental disabilities such as autism, delayed speech or functions, ADHD, or
any type of dysfunction found in these children in which some may be diagnosed early and
receive treatment where some may not be diagnosed until late childhood or into school age
stages. Is there a difference in health in adulthood if both are receiving care but at different
points?
I – Intervention
Interventions will depend on diagnosis, stage, level of health disparity. Educational
interventions, therapies, medications, treatments, programs
C – Comparison
Children who receive early diagnosis and intervention vs children that go longer with no
diagnosis or delayed diagnosis and delayed interventions
O – Outcome
Is there a difference or what is the impact in health behaviors in adulthood based on timing of
diagnosis and interventions between children?
T – Time
These are impacts that can be seen later in adolescence into early adulthood
3
PICOT & LITERATURE
Rutherford, M., McKenzie, K., Forsyth, K., McCartney, D., O, H. A., McClure, I., & Irvine, L.
(2016). Why are they waiting? Exploring professional perspectives and developing solutions to
delayed diagnosis of autism spectrum disorder in adults and children. Research in Autism
Spectrum Disorders, 31, 53–65. https://doi-org.lopes.idm.oclc.org/10.1016/j.rasd.2016.06.004
Abstract
This mixed method study enhances knowledge of the reason’s professionals give for
delay in diagnostic assessment of autism spectrum disorders.•The study
translates research evidence into practical application through action plans for ASD
services.•The paper presents an Action Plan for child diagnostic teams to improve
efficiency and quality of the diagnostic assessment process.•The paper presents an Action
Plan for adult diagnostic teams to improve efficiency and quality of the diagnostic
assessment process.
Background This paper reports on the development of child and adult Action Plans for
Autism Spectrum Disorder to address the problem of delayed diagnosis and lengthy
waiting times. Evidence used in the development of action plans was gathered from a
sequential mixed methods study to further understand the reasons for the long waiting
time and potential solutions. This is the first published investigation, from the perspective
of diagnosing professional teams, of the reasons for delays, which also generates
solutions.
Methods Ninety- five clinicians from 8 child and 8 adult services attended 16 focus
groups to explore clinicians’ views on a) reducing the wait for diagnosis and b) providing
a good quality diagnostic process with good adherence to clinical guidelines. During
focus groups, quantitative data were fed back, used to frame discussions and facilitate
4
PICOT & LITERATURE
solution focused action planning with each service. Sixteen local action plans were
synthesized to create an ASD Action Plan for children and an ASD Action Plan for
adults.
Results Key solutions are proposed to support the reduction of the wait for diagnostic
assessment, through reducing non-attendance rates, reducing inappropriate referrals,
developing efficient working and communication and improving the effectiveness of care
pathways. These are presented in actions plans for use by clinical teams.
Conclusion The first step in addressing the clinical challenge of increased wait for
diagnostic assessment of ASD is understanding the complex and multi-factorial reasons
for delays. The action plans developed here through systematic enquiry and synthesis
may provide clinical diagnostic teams with evidence -based guidance on common
challenges and solutions to guide future quality improvement programs.
Future research to evaluate whether using Action Plans leads to a reduction in waiting
times would be of value.
5
PICOT & LITERATURE
Zheng, Y., Maude, S. P., Brotherson, M. J., & Merritts, A. (2016). Early Childhood Intervention
in China from the Families’ Perspective. International Journal of Disability, Development &
Education, 63(4), 431–449. https://doi-org.lopes.idm.oclc.org/10.1080/1034912X.2015.1124988
Abstract
Research highlights the importance of early childhood intervention (ECI)
for children with disabilities, and there is an increasing interest in China with respect
to research on ECI. However, little research exists exploring the experience of families
of young children with disabilities receiving ECI services and supports in China. The purpose
of this study was to understand the ECI experiences of families of such children. A qualitative
research design was used, and data were collected through interviews with six families in
southwest China. This study indicated that, although China has made some progress in ECI
for young children with disabilities, progress in this area is still at an early stage of
development. Many issues still need to be addressed, including knowledge about typical and
atypical development, early identification, professional development, increased government
investment, and better implementation of existing laws. [ABSTRACT FROM AUTHOR]
6
PICOT & LITERATURE
Richards, M., & Vostanis, P. (2004). Interprofessional perspectives on transitional mental health
services for young people aged 16 – 19 years. Journal of Interprofessional Care, 18(2), 115–128.
https://doi-org.lopes.idm.oclc.org/10.1080/13561820410001686882
Abstract
This qualitative study investigated the need for transitional mental health services
for young people aged 16 – 19 years in a health district, as perceived by professionals
from mental health, social, education and non-statutory services. Semi-structured interviews
with 39 managers and practitioners who planned or provided services for this age range, from a
wide range of agencies, explored issues related to older adolescents’ needs, service
communication, transfer arrangements, current gaps, and recommendations. Interviews were
transcribed verbatim and themes emerged according to grounded theory. The four identified
themes, with 21 categories, were: (i) older adolescents have multi-faceted needs, (ii)
statutory mental health services are not geared towards this age group, (iii) communication
between services is variable, and (iv) there are no formal transfer arrangements from child to
adult services. The findings support the need for specialist transitional services, and the adoption
of an interprofessional service model incorporating education, social services and nonstatutory
agencies. [ABSTRACT FROM AUTHOR]
7
PICOT & LITERATURE
Chakraborty, S., Sagar Kommu, J. V., Srinath, S., Seshadri, S. P., & Girimaji, S. C. (2014). A
Comparative Study of Pathways to Care for Children with Specific Learning Disability and
Mental Retardation. Indian Journal of Psychological Medicine, 36(1), 27. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb
&AN=94741876&site=eds-live&scope=site
Abstract
Context: Early intervention in specific learning disability (SpLD) results in better outcome and
prevents comorbidity. Understanding the pathways is therefore important. Aims: To study and
compare the pathways to care for children with SpLD and mental retardation (MR) before
reaching a tertiary care center. Settings and Design, Material and Methods: A cross-sectional
study was conducted for pathways to care of two groups: SpLD and MR with 50 children in each
group from 8 to 16 years. MINI-KID for comorbidity and Goldberg’s pathway to care instrument
was used. The groups were divided into early contact (up to three carers) and late contact (more
than three carers) and compared. Statistical Analysis: Data were analyzed using Statistical
Packages for Social Sciences (SPSS) version 10.0 software. Results: Majority (n = 24 or 48%) of
SpLD children visited “others” (teachers, neighbors, relatives, and guardians of fellow
classmates) as first carer. Allopathic practitioners were the first choice for MR children (n = 31
or 62%). Six children (12%) in SpLD group and 10 of MR (20%) group have seen either
traditional practitioner or healer as first carer. Maximum referral to the tertiary center in both
groups was done by others (62% in SpLD and 56% in MR group). Early contacts in SpLD group
belonged to younger age group (P = 0.01). While comparing both groups on the basis of early
and late contact, mother’s education was found to be significant in early contact group (P =
0.036) and having comorbidity was significant among late contacts (P = 0.038). Conclusions:
8
PICOT & LITERATURE
The pathways to care for SpLD children are more or less similar to MR children whose parents
recognize MR late. Both the groups visit multiple carers including traditional healers
substantiating the strong belief for supernatural causation of developmental disorders in India.
[ABSTRACT FROM AUTHOR]
9
PICOT & LITERATURE
Baglama, B., & Demirok, M. S. (2016). Determination of Preservice Special Education
Teachers’ Views on Early Childhood Intervention. Cypriot Journal of Educational
Sciences, 11(4), 213–222. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ1140744&site=eds-live&scope=site
Abstract
Experiences in early childhood have a great influence on a child’s physical and mental
development. Early childhood interventions are widely accepted as an effective way to prevent
learning difficulties and to promote healthy development for children with special needs. For this
reason, it is important for teachers who will work with children with special needs or children
who are at risk to have sufficient knowledge about early childhood intervention and be
competent in this area. Therefore, the present study aims to determine the views of preservice
special education teachers about early childhood intervention. This study
used quantitative research method and a questionnaire form was used to collect the data. The
results are discussed in detail with reference to relevant literature. Implications and
recommendations for further research are also provided in order to improve the quality of
education policies, programs and practices related with early childhood intervention and increase
awareness and knowledge related with early childhood interventions among teacher candidates.
10
PICOT & LITERATURE
Frey, G. C., Temple, V. A., & Stanish, H. I. (2017). Interventions to promote physical activity
for youth with intellectual disabilities. Salud Pública de México, 59(4), 437. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb
&AN=124408973&site=eds-live&scope=site
Abstract
Objective. To describe interventions designed to promote physical activity for youth with
intellectual disabilities. Materials and methods. A systematic review of nine databases until
January 31, 2015 identified 213 citations. The inclusion criteria were: a) the study sample
consisted of youth with intellectual disabilities, b) the study implemented an intervention to
initiate, increase, or maintain physical activity, and c) quantitative or qualitative data were used
to report the effectiveness of the intervention. Eleven articles from the 213 citations met this
criterion. Results. Nine studies reported significant increases in physical activity behavior.
Conclusions. Conclusions cannot be made regarding intervention components that impacted
outcome variables, if the observed effects were specifically due to the intervention or if
interventions could be maintained long-term. To advance the knowledge base in this area, a
concerted effort should be made to increase rigor in study conceptualization
and research design. [ABSTRACT FROM AUTHOR]
11
PICOT & LITERATURE
Temple, V. A., Frey, G. C., & Stanish, H. I. (2017). Interventions to promote physical activity
for adults with intellectual disabilities. Salud Pública de México, 59(4), 446. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb
&AN=124408974&site=eds-live&scope=site
Abstract
Objective. To describe interventions designed to promote physical activity for adults with
intellectual disabilities and the effects on overall physical activity levels and on health outcomes.
Materials and methods. A systematic review of eight databases until January 31, 2015 identified
383 citations. The inclusion criteria were: a) the study sample consisted of adults with
intellectual disabilities, b) the study implemented an intervention to initiate, increase, or
maintain physical activity, and c) quantitative or qualitative data were used to report the
effectiveness of the intervention. Six articles from the 383 citations met this criterion. Results.
Three studies resulted in significant increases in physical activity behavior; however wellcontrolled trials designed to improve weight status by increasing physical activity did not
produce significant effects. Conclusion. Overall, the results indicate that interventions to increase
physical activity should simultaneously target the individual with intellectual disability as well
as their proximal environment over a sustained period of time. [ABSTRACT FROM AUTHOR]
Running head: PICOT STATEMENT AND RESEARCH CRITIQUES
PICOT Statement and Research Critiques
Jessica Mock
Grand Canyon University- 433V
February 3, 2018
1
PICOT STATEMENT AND RESEARCH CRITIQUES
2
Research Critiques and PICOT Statement
Each health care system has a primary objective, which is to enhance the patients’ quality
of life. Patients expect the best quality of life when they visit health care centers, which make
them contented with the offered services. In the present day, the health care confronts various
challenges that include delayed diagnosis and long waiting times, delayed speech, ADHD, or any
dysfunction found in children. The content aims to give evidence-based change in the nursing
practice and review the PICOT statement and article critique. Interaction is between the research
articles, nursing practice problem, and PICOT question.
PICOT Statement
Problem
The principal aim of the research was to conduct an analysis and evaluation of the growth
of child and adult Actions plans for Autism Spectrum Disorder to deal with the issue of delayed
diagnosis and long waiting times, delayed speech, ADHD, or any dysfunction found in children.
Mental disabilities may be diagnosed early and receive treatment or may not be diagnosed until
late childhood or into school age stages. The purpose of the research was to understand the
difference in health in adulthood if both are receiving care but at different points. The study also
gave reasons as to why there is a lengthy waiting time as well as possible solutions.
Intervention
For the early intervention in specific learning disability (SpLD), the study performed a
cross-sectional investigation for pathways to care of 2-groups. The groups are MR and SpLD
with 50 children in every group in the age range of 8-16 years. The study utilized Goldberg’s
pathways and MINI-KID for comorbidity to care instrument (Rutherford et al., 2016). The
PICOT STATEMENT AND RESEARCH CRITIQUES
3
researchers divided the groups into early contact and late contact. Later on, the statistical analysis
of data occurred using SPSS. To determine the views of preservice special education, the
research utilized a questionnaire to gather the data. Intervention’s description to enhance
physical activity for youth with intellectual disabilities used a systematic review of 9-databased.
The sample studied included youth with intellectual disabilities and the implementation of
interventions to increase, initiate, or keep physical activity occurred. The study states the
necessity of early childhood intervention (ECT) for children with disabilities.
Comparison
Based on the intervention mentioned above, a comparison of Children who receive early
diagnosis and intervention and children who take long with no diagnosis or delayed diagnosis
and delayed interventions will be made. The study states the necessity of early childhood
intervention (ECT) for children with disabilities. Besides, less research exists showing the
experiences of families young children with disabilities getting services of ECI and support in
China. However, the investigation revealed the skills of ECI of families with such children.
Outcome and time
The transitional mental health services for young individual results involve the need for
professional transitional services as well as the adoption of a service model of inter-professional
integrating social services, education, and non-statutory agencies. A good outcome will be
attainable through enhancing the decrease of the wait for diagnostic evaluation, via decreasing
unworthy referrals, rates of non-attendance, creating effective communication and working as
well as the efficacy of care pathways. These are impacts that can be seen later in adolescence
into early adulthood.
PICOT STATEMENT AND RESEARCH CRITIQUES
4
PICOT question: Can children with mental disabilities have better health outcomes in
adulthood if they are managed upon early detection vs. later detection? Does early intervention
truly impact health or does mental disability have the same result despite the starting point of
interventional therapies later in adolescence to early adulthood?
Rutherford, M., McKenzie, K., Forsyth, K., McCartney, D., O’Hare, A., McClure, I., &
Irvine, L. (2016). Why are they waiting? Exploring professional perspectives and
developing solutions to delayed diagnosis of autism spectrum disorder in adults and
children. Research in Autism Spectrum Disorders, 31, 53-65.
Background of the study
The principal aim of the research was to conduct an analysis and evaluation of the growth
of child and adult Actions plans for Autism Spectrum Disorder to deal with the issue of delayed
diagnosis and long waiting times, delayed speech, ADHD, or any dysfunction found in children.
Mental disabilities may be diagnosed early and receive treatment or may not be diagnosed until
late childhood or into school age stages. The purpose of the research was to understand the
difference in health in adulthood if both are receiving care but at different points. The study also
gave reasons as to why there is a lengthy waiting time as well as possible solutions. The survey
gathered the evidence utilized in the growth of action plans from a following combined method.
The investigation was the first publication concerning the reasons for delays from diagnosis
professional teams, which provided solutions.
The research topic is crucial to the nursing, where the mixed method investigation
provides knowledge as to why professionals provide a delay in diagnostic evaluation for
disorders of the autism spectrum. Besides, it gives grounds to the practical application via action
PICOT STATEMENT AND RESEARCH CRITIQUES
5
plans for Autism Spectrum Disorder services. It also produced a plan of action for child and
adult diagnostic teams to promote the efficacy and quality of the diagnostic evaluation process.
The study states the necessity of early childhood intervention (ECT) for children with
disabilities.
Method of Study
In this research, the authors did not explicitly address various risks and benefits of
participation. They conducted a systematic review and narrative synthesis of quantitative
analysis on the difference in health behaviors in adulthood based on the timing of dia…
Purchase answer to see full
attachment

Homework On Time
Calculate the Price of your PAPER Now
Pages (550 words)
Approximate price: -

Why Choose Us

Top quality papers

We always make sure that writers follow all your instructions precisely. You can choose your academic level: high school, college/university or professional, and we will assign a writer who has a respective degree.

Professional academic writers

We have hired a team of professional writers experienced in academic and business writing. Most of them are native speakers and PhD holders able to take care of any assignment you need help with.

Free revisions

If you feel that we missed something, send the order for a free revision. You will have 10 days to send the order for revision after you receive the final paper. You can either do it on your own after signing in to your personal account or by contacting our support.

On-time delivery

All papers are always delivered on time. In case we need more time to master your paper, we may contact you regarding the deadline extension. In case you cannot provide us with more time, a 100% refund is guaranteed.

Original & confidential

We use several checkers to make sure that all papers you receive are plagiarism-free. Our editors carefully go through all in-text citations. We also promise full confidentiality in all our services.

24/7 Customer Support

Our support agents are available 24 hours a day 7 days a week and committed to providing you with the best customer experience. Get in touch whenever you need any assistance.

Try it now!

Calculate the price of your order

Total price:
$0.00

How it works?

Follow these simple steps to get your paper done

Place your order

Fill in the order form and provide all details of your assignment.

Proceed with the payment

Choose the payment system that suits you most.

Receive the final file

Once your paper is ready, we will email it to you.

Our Services

No need to work on your paper at night. Sleep tight, we will cover your back. We offer all kinds of writing services.

Essays

Essay Writing Service

You are welcome to choose your academic level and the type of your paper. Our academic experts will gladly help you with essays, case studies, research papers and other assignments.

Admissions

Admission help & business writing

You can be positive that we will be here 24/7 to help you get accepted to the Master’s program at the TOP-universities or help you get a well-paid position.

Reviews

Editing your paper

Our academic writers and editors will help you submit a well-structured and organized paper just on time. We will ensure that your final paper is of the highest quality and absolutely free of mistakes.

Reviews

Revising your paper

Our academic writers and editors will help you with unlimited number of revisions in case you need any customization of your academic papers