NSG7020 - Week 9 project

Week 1 Project

Elizabeth Hernandez

South University

NSG7020

Dr. Crystal Dodson March 18th, 2025

Understanding the distinction between research questions, practice change project questions, and background questions is essential for Doctor of Nursing Practice (DNP) students. Each type of question serves a unique purpose in guiding evidence-based practice and improving patient outcomes. The purpose of this paper is to analyze three scenarios and classify their respective inquiries as research, PICOT, or background questions based on their intent and methodology.

Scenario One

The question in Scenario 1 is: In children under the age of 10 diagnosed with asthma, was Tylenol or ibuprofen used to treat fever in the first three years of life?

This question aligns with a research study because it investigates a potential association between early-life ibuprofen use and the later development of asthma. The approach involves a retrospective chart review spanning ten years, which is a hallmark of observational research. Research questions are designed to generate new knowledge rather than apply existing evidence, making this a classic example of an epidemiological cohort study (Polit & Beck, 2021). This study would contribute to the broader scientific literature regarding childhood medication exposure and long-term respiratory outcomes.

Scenario Two

The question in Scenario 2 is: In patients with type 2 diabetes attending XYZ clinic, how does having both the patient and the significant other complete the PHQ-9 about the patient’s mood compared to having only the patient complete the tool predict a score indicating depression?

This question is also classified as a research study, specifically focusing on diagnostic accuracy. It evaluates whether incorporating input from a significant other enhances the validity of the PHQ-9 depression screening tool. Since this question aims to refine a clinical assessment tool rather than implement an already established best practice, it falls under research rather than a quality improvement (QI) or practice change project (Melnyk & Fineout-Overholt, 2019). Data would be collected and analyzed statistically to determine if a dual-rater approach improves depression screening accuracy.

Scenario Three

The question in Scenario 3 is: In males between the ages of 15 and 35, do testicular self-exams compared to no exams affect early detection of testicular cancers within one year?

This question is best categorized as a background question because it seeks to understand the existing evidence behind testicular self-examinations (TSE) and their role in early cancer detection. Background questions typically focus on general clinical knowledge and can be answered by reviewing current guidelines, systematic reviews, and expert recommendations (LoBiondo-Wood & Haber, 2021). Since the U.S. Preventive Services Task Force has already reviewed and made recommendations against TSE due to a lack of evidence supporting improved outcomes, this question does not require a new research study but rather an evaluation of existing literature.

Conclusion

Differentiating between research questions, PICOT questions, and background questions is crucial for DNP students in structuring their projects appropriately. Research questions generate new knowledge, PICOT questions guide practice change interventions, and background questions address broader clinical knowledge gaps. By making these distinctions early, students can effectively design projects that contribute to evidence-based nursing practice and improve patient care.

References

LoBiondo-Wood, G., & Haber, J. (2021). Nursing research: Methods and critical appraisal for evidence-based practice (10th ed.). Elsevier.

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Polit, D. F., & Beck, C. T. (2021). Essentials of nursing research: Appraising evidence for nursing practice (10th ed.). Wolters Kluwer.