Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from theprevious courseassignments and the guidelines below. PICOT Question Revise the PICOT question you wrote in the

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Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from theprevious courseassignments and the guidelines below.

PICOT Question

Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.

The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.

Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

General Requirements

Prepare this assignment according to the APA 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.

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from theprevious courseassignments and the guidelines below. PICOT Question Revise the PICOT question you wrote in the
Research Critiques and PICOT Question Guidelines – Final Draft Use this document to organize the content from your four studies into your final draft. Quantitative and Quantitative Studies Background Summary of studies. Include problem, significance to nursing, purpose, objective, and research question. How do these two articles support the nurse practice issue you chose? Discuss how these articles will be used to answer your PICOT question. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question. Method of Study: State the methods of the articles you are comparing and describe how they are different. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method. Results of Study Summarize the key findings of each of the studies into a comprehensive summary. What are the implications of the four studies you chose in nursing practice? Ethical Considerations Discuss two ethical consideration in conducting research. Describe how the researchers in the four articles you choose took these ethical considerations into account while performing their research. Outcomes Comparison What are the anticipated outcomes for your PICOT question? How do the outcomes of the four articles you chose compare to your anticipated outcomes? © 2019. Grand Canyon University. All Rights Reserved.
Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from theprevious courseassignments and the guidelines below. PICOT Question Revise the PICOT question you wrote in the
Running head: RESEARCH CRITIQUE 0 Research Critique- Quantitative Studies BERI SUNJO NRS 433V Grand Canyon University 05/01/2020 Quantitative Research Critique Background This paper provides a comprehensive analysis of two quantitative research articles in the field of nursing. The critique provided in this paper is meant to establish the validity and significance of the two articles. The first research article reviewed was done by Kaupp (2019) to investigate the relevance of patient education about oncology medications. The researchers mainly focused on presenting patients’ perspectives on the appropriateness of the education given to them by their healthcare providers. The study was influenced by a revelation that the majority of cancer patients are not satisfied with the kind of education they are offered in various healthcare institutions. Offering education about oncology medication is essential to promote the quality of care services, especially in such times when cancer cases have increased significantly, (Kaupp, 2019). The main objective was to explore patients’ perspectives about what is the optimal level of education for oncology medication among cancer patients. The researchers intended to answer; Do the current patient education programs about oncology medication satisfy the needs of cancer patients? On the other hand, Singh & Masango (2020) conducted a quantitative study to investigate the role of information technology systems in nursing education. The major problem identified in the study is that nurse students face numerous communication challenges that persist in their careers. As such, the researchers purposed to investigate the appropriateness of IT systems to improve communication among nurse students. Technology has rapidly been developed in recent years leading to its incorporation in various sectors including nursing. Therefore, nursing education should equip nurse students with relevant IT skills that can promote their effectiveness in today’s digital society, (Singh & Masango, 2020). IT systems do not only promote communication among nurses but also enables nurses to relay information effectively to their patients. As such, nursing education programs should instill some IT skills and competencies among nurse students. In this qualitative study, the researchers hoped to answer; How can IT systems be used to improve effectiveness and efficiency among nurse students. The arguments presented in the two articles touch on the importance of education programs for patients as well as nurses. Similarly, the PICOT question captures the aspect of education to promote the welfare of patients. According to Kaupp (2019), cancer patients prefer being educated by their healthcare providers rather than reading various educative material. The study conducted by Singh & Masango (2020) indicates that the effectiveness and efficiency of nurses can be improved by incorporating IT in their nurse education programs. Therefore, the information presented in both articles is not only significant to nursing but also can be used to answer the PICOT question. Method of Study A quantitative non-experimental, descriptive research design, was utilized in the study conducted by Singh & Masango (2020). The researchers used a non-probability convenience sampling technique to recruit participants at a private nursing education institution. Although a total of 260 research participants were invited for the study, the researchers only included 244 participants from whom they obtained consent during the research. All participants were required to meet the inclusion criteria requirements; a minimum of 6 months’ experience in nursing programs. Data was collected using questionnaires and later analyzed using descriptive and inferential statistical techniques such as ANOVA and Chi-square tests. On the other hand, Kaupp (2019) utilized a descriptive survey research design. The researchers recruited participants among cancer patients receiving oncology medication. The study was based on 142 responses obtained between January and April from cancer patients receiving intravenous chemotherapy were considered in the study. To compare the different methods used in the two studies, this paper looks into the advantages and disadvantages of each. First, and advantage of the non-experimental quantitative method used by Singh & Masango (2020) is that it allows the researchers to report about the variables without active experimentation that may lead to unethical conduct. Manipulation by researchers is minimal. However, this method yields shallow results which in most cases are not sufficient to report accurate correlations between variables. On the other hand, the descriptive survey design used by Kaupp (2019) enables the researchers to collect a lot of information to be used in the study. The more the information collected the higher the accuracy and generalizability of the results. However, one shortcoming of this method is that it only involves measuring the subjects or variables only once, (Queirós, Faria, & Almeida, 2017). As such, the accuracy of results and findings can barely be verified through multiple tests. Results of Study In the study conducted by Kaupp (2019), the majority of the research participants reported that they were not satisfied with the type of education they received from their healthcare providers. The findings were translated to represent a general population of cancer patients who rely on information and guidance provided to them by their nurses. Based on the results obtained from this study, it was concluded that educating cancer patients about oncology medication is very important to promote their welfare, (Kaupp, 2019). All stakeholders in the nursing sector should focus on extending educative services to their clients rather than referring them to use various reading materials. Communication between patients and nurses is very important, therefore, common words that both parties are familiar with should be used. Singh & Masango (2020) found that nurse students face so many communication challenges, especially related to the use of various IT systems. The researchers identified that many IT systems have been incorporated in the nursing sector, yet the majority of nurses lack IT-related skills and knowledge that can help them improve their effectiveness and efficiency. The problem arises from the time when nurses are students. Nursing education programs are not structured to inculcate appropriate IT skills needed to promote service delivery in nursing careers, (Singh & Masango (2020). Therefore, nurses often face the challenge of communicating directly with their clients via digital devices; they prefer issuing reading materials to their clients. The researchers conclude that nursing education programs should incorporate IT lessons to teach relevant skills and competencies that can enable nurses to communicate effectively with their patients. The findings presented in the two articles can be used to develop appropriate evidence-based interventions that promote communication between nurses and patients. Outcomes Comparison The anticipated outcome of the PICOT question is that it will generate new information that can be used as evidence to formulate nursing interventions. Answering the PICOT question will determine whether or not using common words can empower patients to improve their health status. However, patients cannot improve their health status without being guided by their nurses, (Hagan,, 2018). In conclusion, the outcomes of the two studies reviewed in this paper indicate that patient-centered education programs can promote effective communication between nurses and their patients. The critical appraisal conducted has established that the two articles can be used to answer the PICOT question. Also, the articles serve as evidence that can be used to formulate appropriate nursing intervention measures. Both articles meet ethical standards of research, therefore, their validity, credibility, and generalizability are guaranteed. References Hagan, T. L., Xu, J., Lopez, R. P., & Bressler, T. (2018). Nursing’s role in leading palliative care: A call to action. Kaupp, K., Scott, S., Minard, L. V., & Lambourne, T. (2019). Optimizing patient education of oncology medications: A quantitative analysis of the patient perspective. Journal of Oncology Pharmacy Practice, 25(6), 1445-1455. Retrieved from Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies. DOI: 10.5281/zenodo.887089 Singh, F., & Masango, T. (2020). Information technology in nursing education: perspectives of student nurses. The Open Nursing Journal, 14(1). Retrieved from

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