Benchmark – Evidence-Based Practice Project: PICOT Paper NUR 550

Benchmark – Evidence-Based Practice Project: PICOT Paper NUR 550

The threat of Covid-19 is a pressing issue that healthcare practitioners are dealing with currently. This evidence-based practice project seeks to address the main problem of Covid-19 – determining effective evidence-based practices to manage patients and research possible solutions. In response, proper social distancing protocols, wearing masks in public, and frequent handwashing are among the highly encouraged protective measures to minimize the risks associated with Covid-19 (Bendau et al., 2021). Additional evidence-based practices such as screening methods, quarantine and isolation guidelines, and contact tracing should be combined with these existing safety protocols in order to reduce the risk associated with Covid-19 in the general population. The purpose of this paper is to describe the proposed evidence-based intervention and explain how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus.

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PICOT Question

Among the general population and individuals at risk of covid-19, will the use of health education about covid-19 vaccination plans as compared to no intervention lead to a 50% increased willingness to take covid-19 vaccine within six months?

The Population’s Demographics and Health Concerns

Population

The population of interest for this PICOT question is a diverse and expansive one–it includes individuals from all age groups, genders, and ethnicities, as well as those at risk of COVID-19 due to underlying health conditions. This wide range of people may also come from differing economic backgrounds and cultural traditions, which could make them more or less likely to have access to healthcare services. Further complicating the picture is that some groups may be at higher risk than others of developing severe cases of the virus despite limitations in access to treatment. With such a large population in focus, it is vitally important to ensure that all demographics are considered when researching COVID-19’s effects on humankind.

Health Concerns

The main health concern from the PICOT question is the risk of contracting COVID-19, a situation that can cause severe illnesses, constant hospitalization, and death. The population under consideration may also be concerned about the possible long-term impacts of COVID-19 infection, in addition to the economic and social impacts of the pandemic (Limbu et al., 2022). Besides, the population may have concerns about getting vaccinated due to misinformation, mistrust, or fears about vaccine safety and efficacy.

Proposed Evidence-Based Intervention

The recommended evidence-based strategy involves educating the general public and those who are at risk of COVID-19 about vaccination programs. The emphasis on the education will be on disseminating details on the vaccine’s efficacy and safety, the significance of immunization in halting the spread of COVID-19, and the vaccine’s accessibility and availability (Vizheh et al., 2020). The interventions will be delivered through different channels including social media, email, and text messaging. The proposed evidence-based practice adheres to health policies and goals that support healthcare equity for the population of focus. In other words, the intervention will place a priority on delivering education to communities that are disproportionately affected by COVID-19 to incorporate health policies and goals that support healthcare equity for the population of focus (Gray et al., 2020). This includes people with limited access to healthcare resources, people of color, and those from low-income areas.

The interventions will be delivered in a variety of languages, and efforts will be taken to guarantee that the material is sensitive to cultural differences and pertinent to the intended audience. The intervention will address vaccine hesitancy by addressing concerns and misconceptions about the vaccine. This will be achieved by providing accurate information and debunking myths about the vaccine. The goal of the intervention is to increase willingness to take the COVID-19 vaccine by 50% within six months among the general population and individuals at risk of COVID-19, with a focus on promoting healthcare equity and addressing disparities in vaccine uptake (Žmitek et al., 2021).

Comparison of Intervention to Previous Practice or Research

Education programs directed at those individuals vulnerable to COVID-19 have the potential to effectively reduce further spread of the virus, according to recent research. Previously, vaccination programs were generally limited in scope, catering only to particular groups such as healthcare workers and children. Yet with the growing threat of COVID-19, the importance of widespread inoculation has become evident. As a result, information campaigns are now viewed an important way to bridge the knowledge gap in these high-risk communities. When given access to quality education and instruction on vaccinations, individuals gain the opportunity to make an informed decision regarding their health and safety. Therefore, education programs can be seen as an effective defense against further contamination by COVID-19.

The Expected Outcome is for The Intervention

The expected outcome of education as an intervention to those who are at risk of COVID-19 include reduced cases of infections, get people or those at risk empowered to take actions to reduce mortality rates, and to get general public become aware of the risks and possible treatment processes of COVID-19. Educating populations about COVID-19 is vital to slowing its spread and mitigating the impacts. Knowledge empowers people to take action; when informed of the risks, they are more likely to practice necessary safety protocols, such as wearing face masks and maintaining a physical distance from others. This behavior can help reduce the number of infections, hospitalizations, and deaths caused by the virus. Additionally, increasing awareness among those at risk can enable them to recognize symptoms early on and seek medical attention sooner. This timely response not only helps ensure individuals receive needed treatment but also helps prevent further transmission. Therefore, education is an essential component of managing this pandemic.

Time for Implementing the Intervention and Evaluating the Outcome

The planned evidence-based practice to provide health education about COVID-19 vaccination plans has a timeline of six months. During the first three months, education will be provided to the general population and individuals most at risk. The subsequent three months will involve a careful assessment of how effective this strategy is through the measurement of people’s willingness to take the vaccine. This will be done by comparing the percentage of participants in the intervention group versus the control group who were willing to take on the vaccine during that period. It is a strategy with proven potential for making an impact on public health, and we are hopeful that it can offer significant benefit in our current climate.

Application of Nursing Science, Social Determinants of Health, and Epidemiologic, Genomic, and Genetic Data

Nursing science is essential in creating and conducting efficient health education campaigns for COVID-19 immunization. While teaching people and communities about the value of immunization in reducing COVID-19, nurses’ knowledge and expertise in health promotion and disease prevention are crucial (Li et al., 2022). While creating vaccine education programs, social determinants of health like socioeconomic position, access to healthcare, and cultural attitudes should also be taken into account to make sure they are tailored to match the needs of the targeted community (Elgzar et al., 2020).

Epidemiologic data can be used to pinpoint people at high risk of contracting COVID-19, allowing medical professionals to concentrate vaccination education efforts on individuals who are most vulnerable. In order to inform targeted vaccination education initiatives, genomic and genetic data can be used to identify people who may be at an elevated risk of developing severe COVID-19 sickness (Capicio et al., 2022). Healthcare professionals can create efficient vaccination education programs that will increase vaccine uptake among the general public and those who are at risk of COVID-19 by synthesizing all of these data sources. Synthesizing all of these data sources can help healthcare providers develop effective vaccination education plans that can improve vaccine uptake among the general population and individuals at risk of COVID-19.

Conclusion

The Covid-19 pandemic has been a devastating time for the global community. Healthcare providers are struggling to cope with the drastic increase in patients and have had to urgently develop effective protocols and treatments. Educating the public on preventive measures is essential in order to reduce the amount of new cases of Covid-19 and to ensure that existing cases can receive proper treatment. Fortunately, many educational programs are being utilized across various channels such as television, radio, and print media, providing valuable information about steps people can take to protect themselves, as well as offering insight into available vaccinations schedules. It is clear that these programs are playing a major role in helping keep citizens safe during this time of crisis.

References

Bendau, A., Plag, J., Petzold, M. B., & Ströhle, A. (2021). COVID-19 vaccine hesitancy and related fears and anxiety. International Immunopharmacology, 97, 107724. https://doi.org/10.1016/j.intimp.2021.107724

Capicio, M., Panesar, S., Keller, H., Gramlich, L., Popeski, N., Basualdo-Hammond, C., … & Chan, C. B. (2022). Nutrition Risk, Resilience and Effects of a Brief Education Intervention among Community-Dwelling Older Adults during the COVID-19 Pandemic in Alberta, Canada. Nutrients, 14(5), 1110. https://www.mdpi.com/2072-6643/14/5/1110

Elgzar, W. T., Al-Qahtani, A. M., Elfeki, N. K., & Ibrahim, H. A. (2020). COVID-19 outbreak: Effect of an educational intervention based on health belief model on nursing students’ awareness and health beliefs at Najran University, Kingdom of Saudi Arabia. African journal of reproductive health, 24(2), 78-86. 10.29063/ajrh2020/v24i2s.12

Gray, D. J., Kurscheid, J., Mationg, M. L., Williams, G. M., Gordon, C., Kelly, M., … & McManus, D. P. (2020). Health-education to prevent COVID-19 in schoolchildren: a call to action. Infectious diseases of poverty, 9(04), 142-144. https://mednexus.org/doi/full/10.1186/s40249-020-00695-2

Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K. (2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363

 Limbu, Y. B., Gautam, R. K., & Pham, L. (2022). The health belief model applied to COVID-19 vaccine hesitancy: A systematic review. Vaccines, 10(6), 973. https://doi.org/10.3390/vaccines10060973

Vizheh, M., Qorbani, M., Arzaghi, S. M., Muhidin, S., Javanmard, Z., & Esmaeili, M. (2020). The mental health of healthcare workers in the COVID-19 pandemic: A systematic review. Journal of Diabetes & Metabolic Disorders, 19, 1967-1978. https://link.springer.com/article/10.1007/s40200-020-00643-9

Žmitek, K., Hribar, M., Lavriša, Ž., Hristov, H., Kušar, A., & Pravst, I. (2021). Socio-demographic and knowledge-related determinants of vitamin D supplementation in the context of the COVID-19 pandemic: assessment of an educational intervention. Frontiers in nutrition, 8, 648450. https://www.frontiersin.org/articles/10.3389/fnut.2021.648450/full

Appendix

PICOT Final

Name_____________Maryse Vincent________________________

Complete your PICOT using your approved proposed nursing practice problem. If they were approved, you may use the population and intervention developed in your Topic 1 assignment. Include any necessary revisions in this submission. Refer to the “Example PICOT” below as needed for guidance on how to complete the PICOT.

PICOT Question
P	Population	General population and individuals at risk of Covid-19
I	Intervention	Health education about COVID-19 vaccination plans
C	Comparison	No intervention
O	Outcome	50% increased willingness to take covid-19 vaccines
T	Timeframe	Six months
PICOT Create a complete PICOT statement.	Among the general population and individuals at risk of covid-19, will the use of health education about covid-19 vaccination plans as compared to no intervention lead to a 50% increased willingness to take covid-19 vaccine within six months?
Problem Statement Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper.	Hesitancy to take covid-19 vaccine has had negative impacts and has a potential problem of increasing the number of active cases and poorer healthcare outcomes (Bendau et al.,2021).  Therefore, there is a need to use effective strategies that can be used to improve vaccine uptake. Nurses were required to work in highly intricate and unsure environments, where every individual resource had to be rallied to promptly adapt to the various changes attributed to the pandemic. One of the crucial areas that became challenging for nurses was patient education on vaccination (Limbu et al., 2022).  Health education is a crucial tool nurses can use to motivate patients to take Covid-19 vaccines and to empower patients and communities to become activists in advancing vaccine uptake

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Assessment Description

Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Write a 750-1,000-word paper that describes your PICOT.

1. Describe the population’s demographics and health concerns.
2. Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
3. Compare your intervention to previous practice or research.
4. Explain what the expected outcome is for the intervention.
5. Describe the time for implementing the intervention and evaluating the outcome.
6. Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.
7. Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
8. Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as the final appendix at the end of your paper.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite at least four to six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing

MS Nursing: Public Health

MS Nursing: Education

MS Nursing: Acute Care Nurse Practitioner

MS Nursing: Family Nurse Practitioner

MS Nursing: Health Care Quality and Patient Safety

4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.

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Rubric Criteria

Total 150 points

Criterion	1. Unsatisfactory	2. Less Than Satisfactory	3. Satisfactory	4. Good	5. Excellent
Appendix Appendix	0 points The appendix and required resources are omitted.	6 points The APA Writing Checklist and PICOT are attached, but an appendix has not been created. The paper does not reflect the use of the APA Writing Checklist during development.	6.6 points The APA Writing Checklist and PICOT are attached in the appendix. The APA Writing Checklist was generally used in development of the paper, but some aspects are inconsistent with the paper format or quality.	6.9 points The APA Writing Checklist and PICOT are attached in the appendix. It is apparent that the APA Writing Checklist was used in development of the paper.	7.5 points The APA Writing Checklist and PICOT are attached in the appendix. It is clearly evident by the quality of the paper that the APA Writing Checklist was used in development.
Thesis Development and Purpose Thesis Development and Purpose	0 points Paper lacks any discernible overall purpose or organizing claim.	8.4 points Thesis is insufficiently developed or vague. Purpose is not clear.	9.24 points Thesis is apparent and appropriate to purpose.	9.66 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.	10.5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Paper Format Paper Format (Use of appropriate style for the major and assignment)	0 points Template is not used appropriately or documentation format is rarely followed correctly.	6 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	6.6 points Template is used, and formatting is correct, although some minor errors may be present.	6.9 points Template is fully used; There are virtually no errors in formatting style.	7.5 points All format elements are correct.
Proposed Evidence-Based Intervention Proposed Evidence-Based Intervention	0 points The proposed evidence-based intervention is omitted.	15.6 points The proposed evidence-based intervention is incomplete. It is unclear how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus.	17.16 points The proposed evidence-based intervention is outlined. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is general. Some aspects are unclear. More information is needed.	17.94 points The proposed evidence-based intervention is described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is adequate. Some detail is needed for clarity or accuracy.	19.5 points The proposed evidence-based intervention is well-developed and clearly described. Explanation of how the proposed intervention incorporates health policies and goals that support health care equity for the population of focus is thorough.
Time Estimated for Implementing Intervention and Evaluating Outcome Time Estimated for Implementing Intervention and Evaluating Outcome	0 points A description of the timeline is not included.	12 points A description of the timeline is incomplete or incorrect.	13.2 points A description of the timeline is included but lacks evidence.	13.8 points A description of the timelines is complete and includes a sufficient amount of evidence.	15 points A description of the timeline is extremely thorough with substantial evidence.
Comparison of Intervention to Current Research Comparison of Intervention to Current Research	0 points Comparison of intervention to previous practice or research is omitted.	14.4 points Comparison of intervention to previous practice or research is incomplete.	15.84 points Comparison of intervention to previous practice or research is generally presented. Some areas are vague.	16.56 points Comparison of intervention to previous practice or research is adequately presented.	18 points Comparison of intervention to previous practice or research is thorough and clearly presented.
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	0 points Sources are not documented.	6 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	6.6 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	6.9 points Sources are documented, as appropriate to assignment and style, and format is mostly correct.	7.5 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Support (B) Support for Population Health Management for Selected Population (C 4.1)	0 points Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is omitted.	12 points Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is incomplete. There are major inaccuracies.	13.2 points Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is summarized. More information and support are needed.	13.8 points Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is adequate. Some detail is needed for accuracy or clarity.	15 points Explanation of how nursing science; social determinants of health; and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population is thorough. The narrative is insightful and demonstrates an understanding of how the various aspects contribute to population health management for selected populations.
Required Sources Required Sources	0 points Sources are not included.	6 points Number of required sources is only partially met.	6.6 points Number of required sources is met, but sources are outdated or inappropriate.	6.9 points Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.	7.5 points Number of required resources is met. Sources are current and appropriate for the assignment criteria and nursing content.
Population Demographics and Health Concerns Population Demographics and Health Concerns	0 points The demographics and health concerns for the population are not described.	6 points The demographics and health concerns for the population are incorrect or only partially described.	6.6 points The demographics and health concerns for the population are summarized. More information and supporting evidence are needed.	6.9 points The demographics and health concerns for the population are described using sufficient evidence.	7.5 points The demographics and health concerns for the population are accurate and thoroughly described using substantial evidence.
Mechanics of Writing Mechanics of Writing (includes spelling, punctuation, grammar, language use)	0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	6 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	6.6 points Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	6.9 points Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	7.5 points Writer is clearly in command of standard, written, academic English.
Argument Logic and Construction Argument Logic and Construction	0 points Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	9.6 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	10.56 points Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	11.04 points Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	12 points Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Expected Outcome for Intervention Expected Outcome for Intervention	0 points The expected outcome is for the intervention is omitted.	12 points The expected outcome is for the intervention is incomplete.	13.2 points The expected outcome is for the intervention is summarized. More information and supporting evidence is needed.	13.8 points The expected outcome for the intervention is explained using sufficient evidence.	15 points The expected outcome for the intervention is thoroughly explained using substantial evidence.