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PICOTFinalProject.docx

PICOTFinalProject.docx

	Assessment Name: PICOT Summative Assessment
Scaffolding: Developing
Objectives: Define the PICOT format and explain its role in formulating an evidence-based clinical question. Identify a nursing-relevant clinical issue and frame it in PICOT format. Differentiate between qualitative and quantitative research designs and identify their corresponding levels of evidence. Summarize the purpose, findings, and conclusions of selected evidence-based research studies. Explain how synthesis of research findings informs nursing decision-making and practice improvement. Describe how Kotter’s 8-Step Change Model can be applied to translate research into nursing practice change.
Instructional Materials Associated with Assessment: Assigned Readings, PICOT Article analysis 1 and 2, PowerPoint assignments, Kotter’s Change Model PowerPoint assignment. All suggested edits by instructor should be incorporated into the final presentation.
Assessment Description	This assignment provides RN to BSN students with the opportunity to explore evidence-based practice (EBP) by developing a PICOT (Population, Intervention, Comparison, Outcome, Timeframe) clinical question. Students will select a nursing-relevant clinical problem, frame it using the PICOT format, and identify recent (within the last 7 years) peer-reviewed research evidence that addresses the question. Students will synthesize findings from qualitative and/or quantitative studies, assess levels of evidence, and propose recommendations for nursing practice. This assignment builds foundational skills in evidence appraisal, critical thinking, and professional communication. By using Kotter’s 8-Step Change Model, students will also begin to connect evidence-based findings to change processes that impact clinical practice and patient outcomes.
Competencies Assessed (as applicable)	AACN Essentials	1.1a, 1.2c, 2.1b, 4.1b, 4.2c, 5.2a, 6.2f, 9.1b
	AACN Concept/s	Evidence Based Practice,
	Specialty Competencies
	Benedictine Values	Respect for Persons, Community, Service, Prayer, Hospitality, Moderation
	University Competencies
	Program Outcomes	1,2,4,5,6,9
	Course Outcomes	1,2,3,4,56,7
Assignment Guidelines and instructions	You will create a narrated PowerPoint presentation that demonstrates your ability to search, evaluate, and synthesize nursing research related to your PICOT question. This presentation may be completed individually or in a group of two students (maximum). Individual: Minimum of 4 peer-reviewed nursing research studies (qualitative or quantitative). Group of 2: Minimum of 6 peer-reviewed nursing research studies (qualitative or quantitative). Note: Meta Analysis or Systematic reviews are not allowed as part of your core 4–6 studies, though you may cite them as supporting sources elsewhere. Your presentation must include: 1. PICOT Question – clearly state your PICOT in correct format, with link to a nursing practice issue. My question - In hospitalized patients (P), does hourly rounding (I), when compared to no structured rounding (C), reduce the incidence of patient falls (O) during hospitalization (T)? 2. History & Background – provide an overview of the background and history of the problem. 3. Clinical Significance – explain why this issue matters to patient outcomes and nursing practice. 4. Research Evidence – summarize purpose, design/level of evidence, findings, and conclusions for each required study. 5. Synthesis of Findings – highlight commonalities, differences, and overall strength of the evidence. 6. Recommendations – provide evidence-based recommendations for nursing practice. 7. Kotter’s Change Model – apply all 8 steps to your proposed practice change. 8. Conclusion – summarize key points and implications for nursing practice. 9. Professionalism & APA – presentation must follow APA 7th edition and be free of errors. Format: 15–20 minutes maximum, with clear slide headings aligned with rubric criteria. Use speaker notes for additional explanation.

Rubric

Criteria	Developed	Developing	Not Met
Title Slide	Presentation title, student name(s) and date	Required criteria missing	Slide is not provided
PICOT Topic and Clinical Question	Clearly articulated in correct PICOT format; Clinical question is directly linked to a relevant nursing practice issue.	PICOT provided but with errors in format or only loosely linked to practice. Clinical question is not relevant to nursing practice. Missing either the PICOT topic or Clinical Question.	No PICOT or Clinical question
History & Background of the Issue	Provides a thorough overview of the background and history of the problem; demonstrates clear understanding of why the issue is important to nursing.	Provides partial history or background, but lacks depth or clarity in connecting to nursing practice.	No history provided, or background is unclear/inaccurate.
Clinical Significance	Clearly describes the significance of the issue to patient outcomes, nursing practice, or healthcare systems; demonstrates strong relevance.	Mentions clinical significance but lacks detail, depth, or connection to patient outcomes or nursing practice.	No clinical significance described, or connection is unclear.
Research Evidence	Includes study design, level of evidence, purpose of study, sample description, findings and data, conclusions and implications for practice for each article review. Required number of articles critiqued (4 for single presentation, 6 for group of 2).	Fewer than required studies OR incomplete summaries OR errors in identifying type or level of evidence.	No valid sources provided OR content missing from 3 more articles.
Synthesis of Findings	Provides a collective summary that integrates themes, similarities, and differences across studies; demonstrates comprehension of overall evidence base.	Some synthesis provided but superficial, partial, or limited connections across studies.	No synthesis; only article-by-article reporting.
Recommendations for Nursing Practice	Provides clear, evidence-based recommendations that are logical, practical, and directly supported by findings.	Recommendations are vague, weakly supported, or only partially connected to findings.	No recommendations, or recommendations unrelated to evidence.
Application of Kotter’s Change Model	Accurately applies all 8 steps of Kotter’s Change Model to the proposed practice change; logical and thorough.	Some steps addressed but application is vague, incomplete, or superficial.	No application of Kotter’s model, or unrelated to assignment.
Conclusion	Strong conclusion summarizing major points, reinforcing significance, and clearly identifying implications for practice.	General conclusion with limited clarity or connection to practice.	No clear conclusion provided.
Professionalism & APA	Clear, professional presentation; free of grammar/spelling errors; APA citations and references correct.	Minor errors in grammar/APA that do not impede clarity.	Multiple errors in grammar/APA that detract from professionalism or clarity.

AACN Essentials Alignment table

Domain / Sub-Competency	Application in PICOT Assignment
Domain 1: Knowledge for Nursing Practice (1.1a, 1.2c)	Students apply nursing knowledge to frame clinical questions and interpret diverse evidence to inform practice.
Domain 2: Person-Centered Care (2.1b)	Students incorporate patient values and preferences when identifying clinical issues for the PICOT question.
Domain 4: Scholarship for Nursing Discipline (4.1b, 4.2c)	Students analyze research studies for quality and synthesize findings to guide nursing decisions.
Domain 5: Quality and Safety (5.2a)	Evidence-based findings are applied to improve quality and safety in clinical settings.
Domain 6: Interprofessional Partnerships (6.2f)	Communication and collaboration are emphasized when considering implementation of practice change.
Domain 9: Professionalism (9.1b)	Students reflect on professional practice by proposing strategies for improvement informed by evidence.

Assignment Alignment with Benedictine Values and Course Outcome

Benedictine Value	Application in PICOT Assignment
Respect for Persons	PICOT requires consideration of ethical, cultural, and patient-centered aspects of care.
Community	Assignment emphasizes collaboration, shared evidence, and connection to community resources.
Service	Recommendations for clinical practice reflect commitment to service for patients and communities.
Prayer/Reflection	Students are encouraged to reflect on the process of evidence integration and professional growth.
Hospitality	PICOT framing fosters inclusivity and open inquiry in evidence-based discussions.
Moderation	Balanced and thoughtful evaluation of research ensures evidence is applied responsibly.

Course Outcome

Application in PICOT Assignment

1. Create healing environments

PICOT framing incorporates patient experience and promotes respectful, healing environments.

2. Provide safe, quality, cost-effective care

Evaluation of evidence-based research supports safe and effective nursing care.

3. Collaborate with patients, families, and communities

PICOT questions are contextualized with diverse populations and interprofessional collaboration.

4. Integrate informatics and communication systems

Students use databases and research tools to retrieve and communicate evidence.

5. Engage in lifelong learning

Students develop habits of evidence review and integration into practice decisions.

6. Integrate professional standards, ethics, and Benedictine values

Kotter’s Change Model and EBP application align with professionalism and nursing ethics.

7. Evaluate QSEN competencies

Application of EBP findings demonstrates understanding of quality improvement and safety.

PICOTFinalProject.docx

	Assessment Name: PICOT Summative Assessment
Scaffolding: Developing
Objectives: Define the PICOT format and explain its role in formulating an evidence-based clinical question. Identify a nursing-relevant clinical issue and frame it in PICOT format. Differentiate between qualitative and quantitative research designs and identify their corresponding levels of evidence. Summarize the purpose, findings, and conclusions of selected evidence-based research studies. Explain how synthesis of research findings informs nursing decision-making and practice improvement. Describe how Kotter’s 8-Step Change Model can be applied to translate research into nursing practice change.
Instructional Materials Associated with Assessment: Assigned Readings, PICOT Article analysis 1 and 2, PowerPoint assignments, Kotter’s Change Model PowerPoint assignment. All suggested edits by instructor should be incorporated into the final presentation.
Assessment Description	This assignment provides RN to BSN students with the opportunity to explore evidence-based practice (EBP) by developing a PICOT (Population, Intervention, Comparison, Outcome, Timeframe) clinical question. Students will select a nursing-relevant clinical problem, frame it using the PICOT format, and identify recent (within the last 7 years) peer-reviewed research evidence that addresses the question. Students will synthesize findings from qualitative and/or quantitative studies, assess levels of evidence, and propose recommendations for nursing practice. This assignment builds foundational skills in evidence appraisal, critical thinking, and professional communication. By using Kotter’s 8-Step Change Model, students will also begin to connect evidence-based findings to change processes that impact clinical practice and patient outcomes.
Competencies Assessed (as applicable)	AACN Essentials	1.1a, 1.2c, 2.1b, 4.1b, 4.2c, 5.2a, 6.2f, 9.1b
	AACN Concept/s	Evidence Based Practice,
	Specialty Competencies
	Benedictine Values	Respect for Persons, Community, Service, Prayer, Hospitality, Moderation
	University Competencies
	Program Outcomes	1,2,4,5,6,9
	Course Outcomes	1,2,3,4,56,7
Assignment Guidelines and instructions	You will create a narrated PowerPoint presentation that demonstrates your ability to search, evaluate, and synthesize nursing research related to your PICOT question. This presentation may be completed individually or in a group of two students (maximum). Individual: Minimum of 4 peer-reviewed nursing research studies (qualitative or quantitative). Group of 2: Minimum of 6 peer-reviewed nursing research studies (qualitative or quantitative). Note: Meta Analysis or Systematic reviews are not allowed as part of your core 4–6 studies, though you may cite them as supporting sources elsewhere. Your presentation must include: 1. PICOT Question – clearly state your PICOT in correct format, with link to a nursing practice issue. My question - In hospitalized patients (P), does hourly rounding (I), when compared to no structured rounding (C), reduce the incidence of patient falls (O) during hospitalization (T)? 2. History & Background – provide an overview of the background and history of the problem. 3. Clinical Significance – explain why this issue matters to patient outcomes and nursing practice. 4. Research Evidence – summarize purpose, design/level of evidence, findings, and conclusions for each required study. 5. Synthesis of Findings – highlight commonalities, differences, and overall strength of the evidence. 6. Recommendations – provide evidence-based recommendations for nursing practice. 7. Kotter’s Change Model – apply all 8 steps to your proposed practice change. 8. Conclusion – summarize key points and implications for nursing practice. 9. Professionalism & APA – presentation must follow APA 7th edition and be free of errors. Format: 15–20 minutes maximum, with clear slide headings aligned with rubric criteria. Use speaker notes for additional explanation.

Rubric

Criteria	Developed	Developing	Not Met
Title Slide	Presentation title, student name(s) and date	Required criteria missing	Slide is not provided
PICOT Topic and Clinical Question	Clearly articulated in correct PICOT format; Clinical question is directly linked to a relevant nursing practice issue.	PICOT provided but with errors in format or only loosely linked to practice. Clinical question is not relevant to nursing practice. Missing either the PICOT topic or Clinical Question.	No PICOT or Clinical question
History & Background of the Issue	Provides a thorough overview of the background and history of the problem; demonstrates clear understanding of why the issue is important to nursing.	Provides partial history or background, but lacks depth or clarity in connecting to nursing practice.	No history provided, or background is unclear/inaccurate.
Clinical Significance	Clearly describes the significance of the issue to patient outcomes, nursing practice, or healthcare systems; demonstrates strong relevance.	Mentions clinical significance but lacks detail, depth, or connection to patient outcomes or nursing practice.	No clinical significance described, or connection is unclear.
Research Evidence	Includes study design, level of evidence, purpose of study, sample description, findings and data, conclusions and implications for practice for each article review. Required number of articles critiqued (4 for single presentation, 6 for group of 2).	Fewer than required studies OR incomplete summaries OR errors in identifying type or level of evidence.	No valid sources provided OR content missing from 3 more articles.
Synthesis of Findings	Provides a collective summary that integrates themes, similarities, and differences across studies; demonstrates comprehension of overall evidence base.	Some synthesis provided but superficial, partial, or limited connections across studies.	No synthesis; only article-by-article reporting.
Recommendations for Nursing Practice	Provides clear, evidence-based recommendations that are logical, practical, and directly supported by findings.	Recommendations are vague, weakly supported, or only partially connected to findings.	No recommendations, or recommendations unrelated to evidence.
Application of Kotter’s Change Model	Accurately applies all 8 steps of Kotter’s Change Model to the proposed practice change; logical and thorough.	Some steps addressed but application is vague, incomplete, or superficial.	No application of Kotter’s model, or unrelated to assignment.
Conclusion	Strong conclusion summarizing major points, reinforcing significance, and clearly identifying implications for practice.	General conclusion with limited clarity or connection to practice.	No clear conclusion provided.
Professionalism & APA	Clear, professional presentation; free of grammar/spelling errors; APA citations and references correct.	Minor errors in grammar/APA that do not impede clarity.	Multiple errors in grammar/APA that detract from professionalism or clarity.

AACN Essentials Alignment table

Domain / Sub-Competency	Application in PICOT Assignment
Domain 1: Knowledge for Nursing Practice (1.1a, 1.2c)	Students apply nursing knowledge to frame clinical questions and interpret diverse evidence to inform practice.
Domain 2: Person-Centered Care (2.1b)	Students incorporate patient values and preferences when identifying clinical issues for the PICOT question.
Domain 4: Scholarship for Nursing Discipline (4.1b, 4.2c)	Students analyze research studies for quality and synthesize findings to guide nursing decisions.
Domain 5: Quality and Safety (5.2a)	Evidence-based findings are applied to improve quality and safety in clinical settings.
Domain 6: Interprofessional Partnerships (6.2f)	Communication and collaboration are emphasized when considering implementation of practice change.
Domain 9: Professionalism (9.1b)	Students reflect on professional practice by proposing strategies for improvement informed by evidence.

Assignment Alignment with Benedictine Values and Course Outcome

Benedictine Value	Application in PICOT Assignment
Respect for Persons	PICOT requires consideration of ethical, cultural, and patient-centered aspects of care.
Community	Assignment emphasizes collaboration, shared evidence, and connection to community resources.
Service	Recommendations for clinical practice reflect commitment to service for patients and communities.
Prayer/Reflection	Students are encouraged to reflect on the process of evidence integration and professional growth.
Hospitality	PICOT framing fosters inclusivity and open inquiry in evidence-based discussions.
Moderation	Balanced and thoughtful evaluation of research ensures evidence is applied responsibly.

Course Outcome

Application in PICOT Assignment

1. Create healing environments

PICOT framing incorporates patient experience and promotes respectful, healing environments.

2. Provide safe, quality, cost-effective care

Evaluation of evidence-based research supports safe and effective nursing care.

3. Collaborate with patients, families, and communities

PICOT questions are contextualized with diverse populations and interprofessional collaboration.

4. Integrate informatics and communication systems

Students use databases and research tools to retrieve and communicate evidence.

5. Engage in lifelong learning

Students develop habits of evidence review and integration into practice decisions.

6. Integrate professional standards, ethics, and Benedictine values

Kotter’s Change Model and EBP application align with professionalism and nursing ethics.

7. Evaluate QSEN competencies

Application of EBP findings demonstrates understanding of quality improvement and safety.

other Questions(10)

Course Outcome	Application in PICOT Assignment
1. Create healing environments	PICOT framing incorporates patient experience and promotes respectful, healing environments.
2. Provide safe, quality, cost-effective care	Evaluation of evidence-based research supports safe and effective nursing care.
3. Collaborate with patients, families, and communities	PICOT questions are contextualized with diverse populations and interprofessional collaboration.
4. Integrate informatics and communication systems	Students use databases and research tools to retrieve and communicate evidence.
5. Engage in lifelong learning	Students develop habits of evidence review and integration into practice decisions.
6. Integrate professional standards, ethics, and Benedictine values	Kotter’s Change Model and EBP application align with professionalism and nursing ethics.
7. Evaluate QSEN competencies	Application of EBP findings demonstrates understanding of quality improvement and safety.