Florida National University PICOT / Research AssignmentPurpose The purpose of this assignment is to be able to actively search for relevant research related to your PICOT topic and present it in a formal annotated bibliography.General directions 1. As you search the library for scholarly research, limit your search to identify empirical articles. On finding an empirical study, assess the validity of the conclusion by determining if the conclusion answers your proposed research question and if the methodology is appropriate. 2. Locate six articles directly related to your proposed PICOT question. Write an annotation for each of the six articles that includes a concise summary in your own words and the correct APA citation for each article. 3. Refer to the Annotated Bibliographies sample located in the assignment tab for additional guidance on completing this assignment in the appropriate style. Annotated bibliography 1. Title Page 2. Introduction with the PICOT question 3. Annotated Bibliography 6 articles that support you’re your PICOT a. Article reference in APA format b. Summary of each article i. Purpose ii. Research question iii. Methodology iv. Results v. Conclusion Directions and Grading Criteria: PICOT (written/narrative) Category Points Description Introduction 10 The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s). PICOT Question 10 State the quantitative PICOT question in a clear and concise sentence. References 20 Correct APA citation for each article. Summary (purpose) 10 Describe the purpose of the article in dimple words Summary (Research question) 10 Describe the research question if applied Summary (Methodology) 10 Briefly describe the scientific method use in each article Summary (Results) 10 Summarize the results for each article Summary (conclusion) 10 Summarize the conclusion for each article APA formatting, scholarly writing 10 Follow APA formatting guidelines. Present a scholarly paper without grammatical or sentence structure errors, spelling errors, etc. Total 100 A quality paper will exceed all of the above requirements. Grading Rubric: PICOT (written/narrative) Component Assignment Criteria A Outstanding or highest level of performance B Very good or high level of performance C Competent or satisfactory level of performance F Poor or failing or unsatisfactory level of performance Introduction 10 points Introduction is clearly conveyed and summarizes the primary intent of the paper. A formal purpose statement is included. 9-10 points Introduction is conveyed and outlines the primary intent of the paper. A formal purpose statement is included. 8 points Introduction includes the primary intent of the paper. A formal purpose statement is included. 7 points Introduction is vague and/or not included. The primary intent of the paper is not conveyed. There ...

1. Florida National University
PICOT / Research AssignmentPurpose
The purpose of this assignment is to be able to actively search
for relevant research related to your PICOT topic and present it
in a formal annotated bibliography.General directions
1. As you search the library for scholarly research, limit your
search to identify empirical articles. On finding an empirical
study, assess the validity of the conclusion by determining if
the conclusion answers your proposed research question and if
the methodology is appropriate.
2. Locate six articles directly related to your proposed PICOT
question. Write an annotation for each of the six articles that
includes a concise summary in your own words and the correct
APA citation for each article.
3. Refer to the Annotated Bibliographies sample located in the
assignment tab for additional guidance on completing this
assignment in the appropriate style.
Annotated bibliography
1. Title Page
2. Introduction with the PICOT question
3. Annotated Bibliography 6 articles that support you’re your
PICOT
a. Article reference in APA format
b. Summary of each article
i. Purpose
ii. Research question
iii. Methodology
iv. Results
v. Conclusion
Directions and Grading Criteria: PICOT (written/narrative)
Category
Points

2. Description
Introduction
10
The introduction must be clear and concise and be inclusive of a
brief summary of the intent of your paper. It must also provide a
formal purpose statement to set your paper up for your
reader(s).
PICOT Question
10
State the quantitative PICOT question in a clear and concise
sentence.
References
20
Correct APA citation for each article.
Summary (purpose)
10
Describe the purpose of the article in dimple words
Summary (Research question)
10
Describe the research question if applied
Summary (Methodology)
10
Briefly describe the scientific method use in each article
Summary (Results)
10
Summarize the results for each article
Summary (conclusion)
10
Summarize the conclusion for each article
APA formatting, scholarly writing
10
Follow APA formatting guidelines. Present a scholarly paper
without grammatical or sentence structure errors, spelling
errors, etc.
Total

3. 100
A quality paper will exceed all of the above requirements.
Grading Rubric: PICOT (written/narrative) Component
Assignment Criteria
A
Outstanding or highest level of performance
B
Very good or high level of performance
C
Competent or satisfactory level of performance
F
Poor or failing or unsatisfactory level of performance
Introduction
10 points
Introduction is clearly conveyed and summarizes the primary
intent of the paper. A formal purpose statement is included.
9-10 points
Introduction is conveyed and outlines the primary intent of the
paper. A formal purpose statement is included.
8 points
Introduction includes the primary intent of the paper. A formal
purpose statement is included.
7 points

4. Introduction is vague and/or not included. The primary intent of
the paper is not conveyed. There is no purpose statement
included; purpose of the paper is unclear.
0-6 points
PICOT Question
10 points
Correctly and concisely states a quantitative PICOT question in
one-sentence.
9-10 points
States a quantitative PICOT question, but fails to be concise.
8 points
States a quantitative PICOT question, but may have one or two
elements incorrect.
7 points
Fails to state a quantitative PICOT question and/or may have
three or more elements incorrect.
0–5 points
Article references
20 points
Provides the reference for each article in APA format
9-10 points
Provides the reference for each article in APA format with 2 to
three errors in the format
8-6 points
Provides the reference for each article in APA format with more
than three errors in the format

5. 5 -3points
Provide the reference but not in APA format
0–3 points
Summary (purpose)
Provides a detailed description of the of the purpose of each
article
8-10 points
Generally describes the purpose of each article
6-7 points
Identifies the purpose of some articles
4-5 points
Fails to identify the purpose of the articles
0–3 points
Summary (Research question)
Provides a detailed description of the research question of the
purpose of each article
8-10 points
Generally, describes the research question of each article
.
6-7 points
Identifies the research question of some articles
4-5 points
Fails to identify the research question of the articles

6. 0–2 points
Summary (Methodology)
Provides a detailed description of the scientific method of each
article
9-10 points
Generally, describes the scientific method of each articl e
8 points
Identifies the scientific method of some articles
7 points
Fails to identify the scientific method of the articles
0–6 points
Summary (Results)
Provides a detailed description of the of the results of each
article
8-10 points
Generally, describes the results of each article
6-7 points
Identifies the results of some articles

7. 4-5 points
Fails to identify the results of the articles
0–3 points
Summary (conclusion)
.
Provides a detailed description of the conclusion of each article
9-10 points
Generally, describes the conclusion of each article
8 points
Identifies the conclusion of some articles
7 points
Fails to identify the conclusion of the articles
0-6 points
APA formatting, scholarly writing
10 points
Writes in a scholarly manner with no grammar, spelling, or
syntax errors. Follows the rules of APA formatting.
9-10 points
Writes in a scholarly manner with minimal grammar, spelling,
or syntax errors. Follows the rules of APA formatting.

8. 8 points
Writes in a scholarly manner with several grammar, spelling, or
syntax errors. Breaks minor rules of APA formatting.
7 points
Does not write in a scholarly manner. Commits many errors in
grammar, spelling, and syntax. Does not follow rules for APA
formatting.
0–6 points
Total Points Possible = 150 points
1
Discussion week 7
What challenges may occur with collaboration? Give an
example of the importance of interprofessional teamwork.
Be sure to apply concepts from the readings and research. You
must cite (with reference) at least one source: your textbook,
scholarly resources, or ATI textbook (no blogs, Wiki, or other
school of nursing website) in current APA Style.

9. Journal week 8
Write a brief essay identifying leadership strengths. Discuss
your strengths and how they match these leadership strengths.
Explore a potential plan to enhance areas that you identify in
yourself as weak.
This is shared only with your instructor. Minimum 250 words.
· No title page needed
· One full page typed and double spaced is equivalent to 250
words (your minimum required)
· References and citations should be scholarly, peer-reviewed
(no blogs, WIKI, or other school of nursing website) written in
Current APA Style
Running head: ANNOTATED BIBLIOGRAPHY
1
2
ANNOTATED BIBLIOGRAPHY
Annotated bibliography

10. Introduction
PICOT question:
Annotated Bibliography
1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development
of a diabetes learning needs assessment tool to promote an
individualized predischarge patient education plan. The Journal
of Continuing Education in Nursing, 46(11), 484-486.
doi:http://dx.doi.org/10.3928/002201 24-20151020-12
The purpose of this artic le is to motivate nurses’ staff to
empower patient to improve their understanding of their
diabetes management. The article emphasizes the importance of
the knowledge and successful glycemic control in diabetic
patients. Therefore, Authors promote the necessity of implement

11. a pre-discharge patient education plan to identify and address
the knowledge and skill needed for diabetic patients after
discharge. The pre-discharge need assessment consist in several
questions that the nurse can ask to patient such us: What
medication do you take? Do you know how to administer
correctly those medications? Are you in insulin? Do you how to
how to drawing it up and injecting it? Do you know what A1C
is? Etc. The experiment was done to 44 diabetes patients. The
need assessment was used in the admission and in discharge
day. Nurses used the data collected to select appropriate
learning materials and used them to reinforce the patients’
knowledge. As a result, the diabetic education increased in from
36% to 63% in five months. The documentation of diabetes
education also increased because nurses understood the
importance of the education in diabetic patients.
2. Blackman, N. (2008). The development of an assessment tool
for the bereavement needs of people with learning disabilities.
British Journal Of Learning Disabilities, 36(3), 165-170.
Retrieved from:
http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN
=33863849&site=ehost-live
The aim of this article is the development of a bereavement
needs assessment tool to assess the need for crisis intervention
for people with learning disabilities after a family death. With
the assessment tools, health professionals can make a
comprehensive assessment at the bereavement time to discover
the problem and a plan can be put it in action. The tool was
developed with the recompilation of several collected
experience over the years of supporting grieving people with
learning disabilities. The assessment tool has ten questions with
sub- questions. The main points of the assessment are the
practical issues, social issues, and emotional issues. The
assessment tool has been tried out in three community teams
and their results are being used to redefine the tool. The author
will incorporate findings from research results to the assessment

12. tool to refine the bereavement assessment. The used of the
bereavement assessment toll will promote discussion and
reflection among health care providers about losses in people
with learning disability.
3. Ewing, G., & Grande, G. (2013). Development of a carer
support needs assessment tool (CSNAT) for end-of-life care
practice at home: A qualitative study. Palliative Medicine,
27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607
The authors of this article recognized the need to assess and
support the care givers that are providing end- of – life care to
help them in their caring role. The purpose of this article is to
collect care givers’ perception of key aspects of end of life care
at home and to create a need assessment tool that can be used
every day. A qualitative research method was done. Seventy
five adult care givers for hospice patients we interviewed in the
United Kingdom. They were divided in nine focus groups.
Twenty two participants had private interviews no more than ten
minutes in duration. All participants sing their informed consent
before the experiment started. The assessment tool used
evaluated 14 domains of support needs within physical,
practical, social, financial, physiological, and spiritual needs
that the care givers may have. The experimental study identified
two brad groups of support that the care givers need. The first
one was to enable them to care for their relatives and the second
one to have more support for them. The Carer Support Needs
Assessment Tool that was used in this research is an evidence
based toll to measure the care givers support needs.
4. Jenkins, J. O. (2010). A multi-faceted formative assessment
approach: better recognizing the learning needs of students.
Assessment & Evaluation In Higher Education, 35(5), 565-
576.Retrieved from:
http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN
=53155623&site=ehost-live

13. The purpose of this article is to create a multi-faceted formative
assessment that enabled student to be more engage in the
assessment process. The assessment will better meet the
students’ learning and assessment needs. The approaches in this
article put the students in the center of the learning experience
to improve students understanding the assessment. The
multifaceted formative assessment had six initiatives: (1) The
creation of subject specific reader that present more clearly the
purpose of the assessment, (2) The assessment was refocused
depend on the hours involved and not in the number of words
that it has, (3) The amount of assignment was reduced, (4) The
assessment had detailed guidance notes to help creating an
effective self-study environment, (4) an assignment tutorial was
created to facilitate discussion of the assignment to improve
learning, and (6) an E-learning environment was introduced to
enhance the assignment submissions and comments that will
help in the assessment’s formative process. The results of the
assessment were done by reading and analyzing the students’
feedback and perceptions of the assessment process. The results
of this study indicate that the development of a module reader
was useful for the students to be engaged with the subject being
studied. It also shown that the assignment tutorial and guidance
note helped them to be more engage with the assessment.
Therefore, the author of this article recommends that other
subjects use the readers, assignment –based tutorials and the
guidance note to help the student with their learning process
5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A
participatory approach to develop the power mobility screening
tool and the power mobility clinical driving assessment tool.
BioMed Research International,
doi:http://dx.doi.org/10.1155/2014/541614
The development of evidence based training protocol for
electric powered wheelchair users such us disability persons has
been a challenge because of a lack of standardized assessment
toll. The purpose of this article is to develop the Power
Mobility Screening Tool (PMST) and the Power Mobility

14. Clinical Driving Assessment (PMCDA). The research method
was a qualitative participatory research. The research was done
an approved by the University of Pittsburgh’s Institutional.
Twenty one participants were agreed to participate in the
surveys and in the focus groups phases of the research. In the
process, there were two surveys to create a list of items that
will be including in the PMST and in the PMCDA. The
participants rank, in the surveys, each of the screening tests in
order of importance. After the survey was done, he participant
were invited to participate in a focus group in which they
discuss two sections the screen tool and the assessment tool.
The results of this research realized tree standards that need to
be fallow in the creation of the assessments. First, the goal of
the PMCDA should toward improving mobility and
independence of individual with disability rather than improve
the access to the wheel chair. Second, the goal should be
measurable so can identify progress with training. Third, the
measurement should be able to recognized areas in which
trainings should improve. Because this research was done with a
small sample group, authors subject that further testing is
needed to evaluate the effectivity of administrating these tools
in clinical environment
6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your
service: Blending science and practice to develop a customer
service assessment tool. Applied H.R.M.Research, 13(1), 24-36.
Retrieved from
http://search.proquest.com/docview/1448424808?accountid=458
This article describes specific strategies and factors that can be
utilized to achieve the high quality customer services oriented
in an organization. This article explains a detail a project that
involves the development of a customer service oriented paper
and pencil assessment. The purpose of this article was to share
different approaches to be considered in order to achieve high
quality services. The article included five practical challenges
that the organizations can face in this project. Those challenges

15. explain were (1) Cost effectiveness and administrative
efficiency,(2) Get the attention to the stakeholders, (3)Diversity
of the applicants, (4) Balance statistic and practical
significance, and (5) Gather multiple forms of validity
evidence. The authors created an assessment tools taking into
consideration those five challenge. They created an assessment
tool to measure employee performance for part time positions.
The assessment tool has 27 items that can be done in ten
minutes and it is ease to score by hand. The assessment tool was
made by taking into consideration age and race diversity of the
applicants. The assessment is ease to read with the fifth grade
reading level. The authors highlight the necessity of doing more
researchers to provide more evidence for using the different
approaches used in the study to have better strategies in
implementing an innovative and scientific assessment measures.