Picot Research

Picot Research

Part 1 uses your PICOT question- Please use the Evidence-Based Practice Guideline-Searchable Clinical Questions Form to complete this part of the assignment. You can find the form under the Course Resources Tab.

1.) You need to have a strong PICO(T) question in order for the search to make sense. If you are struggling with this please don’t hesitate to email me and send me your question with the PICO(T) breakdown so I can help you with this. Send it early in the week so you have enough time to get my response and do the search. I will comment on everyone’s PICOT in the discussion and make recommendations. Submit early!
2.) When searching you want to make sure you take good notes and write them in the comments side.
3.) The goal is to get between 10 and 15 articles. If you are not within this number keep searching until you have demonstrated it is not likely to reach this goal. Please provide as a rationale when you are not achieving the goal number of articles in your PICOT assignment.
4.) Not only will you be searching individual key terms (your PICO terms) and then combining them, but you will use search limits as well to narrow your search.

You have an example in the Rubric for this assignment. I strongly suggest you look at it and make sure you read the Rubric. This is how I will score your submitted assignment. This part of the assignment is a total of 100 points.

Please contact me early on in the week for any issues.

Part 2 of your assignment is the Annotated Bibliography (100 points)

1. From the articles you found during your database searches, choose 4 scholarly peer reviewed articles that would help provide an answer or provide insight to your clinical research question and write them in an annotated bibliography format. There is an example provided for you under the Course Resource Tab.

2. The paper must be in APA  6^th ed format. You will submit the  paper into the Dropbox for a Turn it in Review.

Annotated Bibliography: Title of your paper

Student Name

Chamberlain College of Nursing

NR XXX Title of Course

 

 

 

 

 

 

Annotated Bibliography: Title of your paper

Billingsley, S. K., Collins, A. M. & Miller, M. (2007). Healthy student, healthy nurse: A stress

management workshop. Nurse Educator, 32(2), 49-51.

doi:10.1097/01.NNE.0000264333.42577.c6

This article, presented by advanced degreed nurse educators, discusses a successful stress reduction program implemented for nursing students to diminish personal and academic levels of stress associated with nursing education using combination of quantitative and qualitative design approaches. Use of evidence based peer reviewed articles established that there was a need for both health promotion and self-care strategies education to (a) define stress related to the educational process, (b) determine coping strategies such as nutritional choices and exercise and (c) create a personalized stress management plan. The program results reported meeting these objectives through participant responses on questionnaires and additional written comments. Although this is not a full research study the responses from the students to the program led to the recommendation to use this program with nursing students in other schools. As presented this program appears objective, the authors are credentialed faculty and deals specifically with nursing student stress which is the selected topic. This program may be one that could be considered within the college of nursing as an optional offering for nursing students who self-identify a need for stress reduction.

McCaffrey, R., Thomas, D. J., & Kinzelman, A. O. (2009). The effects of lavender and

rosemary essential oils on test-taking anxiety among graduate nursing students. Holistic Nursing Practice, 23(2), 88-93. doi:10.1097/HNP.0b013e3181a110aa

Using peer reviewed articles and recent research the advanced practice nurse authors

developed a quasi-experimental quantitative research design study to determine the ability of two essential oils to decrease test-taking anxiety in graduate nursing students as measured by an established tool, with strong reliability and validity that identifies levels of perceived stress. Methods were clearly outlined with data analysis demonstrating a statistically significant difference between before and after test anxiety with use of sachets for inhalation of lavender and rosemary oil. Even with the expression of limitations of the study, the authors recommend use of these oils for reduction of graduate nursing student test-taking anxiety. This study meets expected rigor for research, the authors are credentialed faculty and the content deals directly with the selected topic. This authors of this study indicate that due to the low cost and ease of use of this stress relief option that it should be considered by the group as one of the options to offer for the class presentation.

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