Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question. Introduction PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.  It stands for: · P – Patient/population/problem. · I – Intervention. · C – Comparison (of potential interventions, typically). · O - Outcome(s). · T - Time frame (if time frame is relevant). The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search.  When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern. You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course. Reference Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Jones & Bartlett Learning. Professional Context As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire. Scenario For this assessment, please use a health care issue of interest from your current or past nursing practice. If you do not have an issue of interest from your personal nursing practice, then review the optional Case Stu ...

1. Create a 3-5 page submission in which you develop a PICO(T)
question for a specific care issue and evaluate the evidence you
locate, which could help to answer the question.
Introduction
PICO(T) is an acronym that helps researchers and practitioners
define aspects of a potential study or investigation.
It stands for:
· P – Patient/population/problem.
· I – Intervention.
· C – Comparison (of potential interventions, typically).
· O - Outcome(s).
· T - Time frame (if time frame is relevant).
The end goal of applying PICO(T) is to develop a question that
can help guide the search for evidence (Boswell & Cannon,
2015). From this perspective, a PICO(T) question can be a
valuable starting point for nurses who are starting to apply an
evidence-based model or EBPs. By taking the time to precisely
define the areas in which the nurse will be looking for evidence,
searches become more efficient and effective. Essentially, by
precisely defining the types of evidence within specific areas,
the nurse will be more likely to discover relevant and useful
evidence during their search. When applying the
PICO(T) approach, the nurse can isolate the interventions of
interest and compare to other existing interventions for the
evidenced impact on the outcome of the concern.
You are encouraged to complete the Vila Health PICO(T)
Process activity before you develop the plan proposal. This
activity offers an opportunity to practice working through
creating a PICO(T) question within the context of an issue at a
Vila Health facility. These skills will be necessary to complete
Assessment 3 successfully. This is for your own practice and
self-assessment and demonstrates your engagement in the
course.
Reference

2. Boswell, C., & Cannon, S. (2015). Introduction to nursing
research. Jones & Bartlett Learning.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for
locating and identifying credible and scholarly resources to
incorporate the best available evidence for the purposes of
enhancing clinical reasoning and judgement skills. When
reliable and relevant evidence-based findings are utilized,
patients, health care systems, and nursing practice outcomes are
positively impacted.
PICO(T) is a framework that can help you structure your
definition of the issue, potential approach that you are going to
use, and your predictions related to the issue. Word choice is
important in the PICO(T) process because different word
choices for similar concepts will lead you toward different
existing evidence and research studies that would help inform
the development of your initial question. When writing a
PICO(T)-formatted research question, you want to focus on the
impact of the intervention and the comparison on the outcome
you desire.
Scenario
For this assessment, please use a health care issue of interest
from your current or past nursing practice.
If you do not have an issue of interest from your personal
nursing practice, then review the optional Case Studies
presented in the resources and select one of those as the basis
for your assessment.
Instructions
For this assessment, select a health care issue of interest and
apply the PICO(T) process to develop the research question and
research it.
Your initial goal is to define the population, intervention,
comparison, and outcome. In some cases, a time frame is
relevant and you should include that as well, when writing a
question you can research related to your issue of interest. After
you define your question, research it, and organize your initial

3. findings, select the two sources of evidence that seem the most
relevant to your question and analyze them in more depth.
Specifically, interpret each source's specific findings and best
practices related to your issues, as well explain how the
evidence would help you plan and make decisions related to
your question.
If you need some structure to organize your initial thoughts and
research, the PICOT Question and Research Template document
(accessible from the "Create PICO(T) Questions" page in the
Capella library's Evidence Based Practice guide) might be
helpful.
In your submission, make sure you address the following
grading criteria:
· Define a practice issue to be explored via a PICO(T)
approach. Create a PICO(T)-formatted research question
· Identify sources of evidence that could be potentially effective
in answering a PICO(T) question (databases, journals, websites,
etc.).
· Explain the findings from articles or other sources of evidence
as it relates to the identified health care issue.
· Explain the relevance of the findings from chosen sources of
evidence to making decision related to a PICO(T) question.
· Communicate using writing that is clear, logical, and
professional with correct grammar and spelling using the
current APA style.
Example Assessment: You may use the following to give you an
idea of what a Proficient or higher rating on the scoring guide
would look like:
· Assessment 3 Example [PDF].
Additional Requirements
Your assessment should meet the following requirements:
· Length of submission: Create a 3–5-page submission focused
on defining a research question and interpreting evidence
relevant to answering it.
· Number of references: Cite a minimum of four sources of
scholarly or professional evidence that support your findings

4. and considerations. Resources should be no more than 5 years
old.
· APA formatting: Format references and citations according to
the current APA style.
Portfolio Prompt: Remember to save the final assessment to
your ePortfolio so that you may refer to it as you complete the
final capstone course.
Competencies Measured
By successfully completing this assessment, you will
demonstrate your proficiency in the course competencies
through the following assessment scoring guide criteria:
· Competency 1: Interpret findings from scholarly quantitative,
qualitative, and outcomes research articles and studies.
. Explain the findings from articles or other sources of evidence
that are relevant to the health care issue.
· Competency 2: Analyze the relevance and potential
effectiveness of evidence when making a decision.
. Identify sources of evidence that could be potentially effective
in answering a PICO(T) question.
. Explain the relevance of the findings from chosen sources of
evidence to making decision related to a PICO(T) question.
· Competency 3: Apply an evidence-based practice model to
address a practice issue.
. Define a practice issue to be explored via a PICO(T) approach
and develop a PICO(T)-formatted research question.
· Competency 5: Apply professional, scholarly communication
strategies to lead practice changes based on evidence.
. Organize content so ideas flow logically with smooth
transitions; contains few errors in grammar/punctuation, word
choice, and spelling.
. Apply APA formatting to in-text citations and references
exhibiting nearly flawless adherence to APA format

5. Running head: DATABASES 1
Locating Credible Databases and Research
Tahisha Thomas
Capella University
November 16th, 2021
DATABASES 2
Locating Credible Databases and Research
Introduction
Evidence-based practice is essential because it helps to deliver
quality care (Thompson et
al., 2016). Applying the information that has been used helps to
avoid errors and also make easy
and effective decisions. This paper will elaborate on the
importance of EBP and how it is essential
to nurses when making a diagnosis.
Communication Strategies to Encourage Nurses to Research the
Diagnosis and Strategies to
Collaborate With the Nurses to Access Resources
Be flexible in getting other people's views. It is essential to
educate nurses on how to find

6. the right information but also it is essential to give time for
views that help to improve creativity
and interest (Blondon et al., 2017). Today telehealth has
allowed health care providers to refer to
information, and due to this, nurses need to understand the right
source to get information.
Literature reviews are essential sources of information; thus,
nurses need to know how to do the
literature reviews to get the right diagnosis from these sources.
As a leader it is important to get the
views of nurses as this will encourage them to study hard to get
the right information to share later.
Empathize rather than remaining detached as a leader there is
always that boundary that is
created but it is essential to show care to the people you lead.
When encouraging nurses to do
research it is important to do it with care. Show nurses how
effective research will be to nurses like
it will make their work easy and it will help them to gather
quality information to use when making
a diagnosis (Blondon et al., 2017). Nurses need to know areas
where they can get quality
information, including websites that are approved to be crucial
for research. Educate nurses on the

7. essential of publishing research findings and the importance of
doing the research. Nurses need to
Alexandra Tripp
sentence structure
Alexandra Tripp
incomplete sentence
DATABASES 3
understand the importance of research as this will encourage
them to do the research. Second, once
the nurses have understood the importance of research, it is
essential now to know how to print
their research. A leader should not assume anything thus,
educating nurses on how to print their
research is essential.
To encourage collaboration among nurses, it is essential to
create enough space where
nurses can gather and share ideas (Blondon et al., 2017). Nurses
need to collaborate as this will
help them get new ideas from each other, improving their
performance. Collaboration within the
workplace is essential because it helps employees share
information, and in this case, nurses,

8. through collaboration, will be able to share ideas, and this will
help them resolve issues easily.
Best Places to Access Research and Types of Resources
Essential places to conduct research are on the internet, in
magazines, and books
(Thompson et al., 2016). The type of best research source is
scholarly journals, and this is one of
the best sources that nurses can use for research. Scholar
journals contain a lot of information that
has been researched and reviewed; thus, it is important to be
used and the researcher to select the
best information to use from the rest of the information. Using
scholar journals is essential because
it helps researchers to get great information. Today
hypertension is becoming common thus
through the use of scholar journals it is easy to find the latest
information about hypertension and
remain updated.
Five Sources that of Online Information That Could Be Used To
Locate Evidence for
Hypertension in Pregnant Women
Lai, C., Coulter, S. A., & Woodruff, A. (2017). Hypertension
and pregnancy. Texas Heart

9. Institute Journal, 44(5), 350-351.
DATABASES 4
Rodríguez-Arbolí, E., Mwamelo, K., Kalinjuma, A. V., Furrer,
H., Hatz, C., Tanner, M., ... &
KIULARCO Study Group. (2017). Incidence and risk factors for
hypertension among
HIV patients in rural Tanzania–A prospective cohort study.
PloS one, 12(3), e0172089.
Maria Bruno, R., Di Pilla, M., Ancona, C., Sørensen, M., Gesi,
M., Taddei, S., ... & Virdis, A.
(2017). Environmental factors and hypertension. Current
pharmaceutical design, 23(22),
3239-3246.
Ouasmani, F., Engeltjes, B., Haddou Rahou, B., Belayachi, O.,
& Verhoeven, C. (2018).
Knowledge of hypertensive disorders in pregnancy of Moroccan
women in Morocco and
the Netherlands: a qualitative interview study. BMC pregnancy
and childbirth, 18(1), 1-11.
Vousden, N., Nathan, H. L., & Shennan, A. H. (2018).
Innovations in vital signs measurement

10. for the detection of hypertension and shock in pregnancy.
Reproductive health, 15(1), 87-
91.
The above sources are essential because they provide evidence
that can be used to make a
hypertension diagnosis. The sources above provide essential
aspects required to make any
diagnosis, like they show the causes, factors, and signs. The
above sources are essential because
they are researched, applied, and found to be effective in
making a diagnosis; thus, they are
reliable. The above sources talk about; the causes of
hypertension in pregnant women, factors that
might contribute to hypertension, and the early signs of
hypertension in women. It is essential to
understand the causes because this will help when taking the
patient's history and try to relate it
with the found causes. Second, knowing factors that contribute
to hypertension is essential. This
will help when taking history to relate if the patient situation
corresponds to the identified factors.
DATABASES 5

11. Lastly, signs are important when making a diagnosis because
through signs it is easy to identify the
condition of the patient.
References
DATABASES 6
Blondon, K. S., Maître, F., Muller-Juge, V., Bochatay, N.,
Cullati, S., Hudelson, P., ... &
Nendaz, M. R. (2017). Interprofessional collaborative reasoning
by residents and nurses
in internal medicine: Evidence from a simulation study. Medical
teacher, 39(4), 360-367.
Lai, C., Coulter, S. A., & Woodruff, A. (2017). Hypertension
and pregnancy. Texas Heart
Institute Journal, 44(5), 350-351.
Maria Bruno, R., Di Pilla, M., Ancona, C., Sørensen, M., Gesi,
M., Taddei, S., ... & Virdis, A.
(2017). Environmental factors and hypertension. Current
pharmaceutical design, 23(22),
3239-3246.
Ouasmani, F., Engeltjes, B., Haddou Rahou, B., Belayachi, O.,
& Verhoeven, C. (2018).

12. Knowledge of hypertensive disorders in pregnancy of Moroccan
women in Morocco and
the Netherlands: a qualitative interview study. BMC pregnancy
and childbirth, 18(1), 1-
11.
Rodríguez-Arbolí, E., Mwamelo, K., Kalinjuma, A. V., Furrer,
H., Hatz, C., Tanner, M., ... &
KIULARCO Study Group. (2017). Incidence and risk factors for
hypertension among
HIV patients in rural Tanzania–A prospective cohort study.
PloS one, 12(3), e0172089.
Thompson, C., McCaughan, D., Cullum, N., Sheldon, T. A.,
Mulhall, A., & Thompson, D. R.
(2016). Research information in nurses’ clinical
decision‐ making: what is
useful?. Journal of advanced nursing, 36(3), 376-388.
Vousden, N., Nathan, H. L., & Shennan, A. H. (2018).
Innovations in vital signs measurement
for the detection of hypertension and shock in pregnancy.
Reproductive health, 15(1), 87-
91.

13. DATABASES 7