Problem/PICOT/Evidence Search (PPE) Worksheet Name: Date: Criteria Clinical Nursing Practice Problem Select and identify ONLYone quality or safety clinical priority area from the assignment guidelines practice scenario. Summarize why youbelieve the nursing practice problem/issue is the most important. Summarize your rationale (why) for choosing the problem. Clinical Nursing PICOT Question Using the NR439 Guide for Writing PICOT Questions and Examples located in the assignment guidelines, write out your PICOT question. Include the PICOT letters in your question. Define PICOT Elements Define each of the PICOT elements from your question above. P- (patient population/patients of interest): I- (Intervention): C- (Comparison): O- (Measurable outcome): T- (Time frame in months): Evidence Retrieval Process and Summary Using only the Chamberlain College of Nursing library: (1) Locate evidence that is relevant to your chosen nursing practice problem. Explain how you believe the evidence is relevant to your chosen nursing practice problem. (2) Explain why you chose the evidence (3) Provides a complete APA reference to the evidence (must include authors, year, title of the evidence, title of the resource) (4) Evidence must be published within the last 10 years (5) Provides the permalink Implications of the Evidence Summarize what you learned from the evidence. Summarize why you believe the nursing evidence-based practice committee should focus their next research project on the nursing practice problem. Evidence Search Terms Identify 4 (or more) relevant searchable terms you used for your search for evidence. Evidence Search Strategies Select 4 (or more) relevant search strategies you used to narrow/limit your search for evidence. ____ Full text ____ Boolean Operators/Phrase ____ Selected publication dates within last 10 years ____ Subject, title, or author search box ____ Truncation (used an asterisk * at the beginning or end of a word) ____ Academic or scholarly (Peer Reviewed) journals ____ Quotation marks for key words ____ Selected key terms from PICOT question ____ Others: (list below) _______________________________ _______________________________ 1 Assessment 2 Context The Tripartite Model For nursing faculty in colleges and universities, promotion and tenure will be partially determined by meeting expectations in all three areas: teaching, service, and scholarship. In many practice settings, including large health care systems, there is also often the expectation for educators and administration nurses to participate in service and scholarship. Scholarship is sometimes thought of as contributing to the professional literature with articles, books, or Internet materials. This may be one aspect, but the field of nursing also considers scholarship from a broader perspective. Service ref ...

1. Problem/PICOT/Evidence Search (PPE) Worksheet
Name:
Date:
Criteria
Clinical Nursing Practice Problem
Select and identify ONLYone quality or safety clinical priority
area from the assignment guidelines practice scenario.
Summarize why youbelieve the nursing practice problem/issue
is the most important. Summarize your rationale (why) for
choosing the problem.
Clinical Nursing
PICOT Question
Using the NR439 Guide for Writing PICOT Questions and
Examples located in the assignment guidelines, write out your
PICOT question. Include the PICOT letters in your question.
Define PICOT Elements
Define each of the PICOT elements from your question
above.
P- (patient population/patients of interest):
I- (Intervention):
C- (Comparison):
O- (Measurable outcome):

2. T- (Time frame in months):
Evidence Retrieval Process and Summary
Using only the Chamberlain College of Nursing library:
(1) Locate evidence that is relevant to your chosen nursing
practice problem. Explain how you believe the evidence is
relevant to your chosen nursing practice problem.
(2) Explain why you chose the evidence
(3) Provides a complete APA reference to the evidence (must
include authors, year, title of the evidence, title of the resource)
(4) Evidence must be published within the last 10 years
(5) Provides the permalink
Implications of the Evidence
Summarize what you learned from the evidence. Summarize
why you believe the nursing evidence-based practice committee
should focus their next research project on the nursing practice
problem.
Evidence Search Terms
Identify 4 (or more) relevant searchable terms you used for your
search for evidence.
Evidence Search
Strategies
Select 4 (or more) relevant search strategies you used to
narrow/limit your search for
evidence.
____ Full text
____ Boolean Operators/Phrase
____ Selected publication dates
within last 10 years

3. ____ Subject, title, or author search box
____ Truncation (used an asterisk * at
the beginning or end of a word)
____ Academic or scholarly (Peer
Reviewed) journals
____ Quotation marks for key words
____ Selected key terms from
PICOT question
____ Others: (list below)
_______________________________
_______________________________
1
Assessment 2 Context
The Tripartite Model
For nursing faculty in colleges and universities, promotion and
tenure will be partially
determined by meeting expectations in all three areas: teaching,
service, and scholarship. In
many practice settings, including large health care systems,
there is also often the expectation
for educators and administration nurses to participate in service
and scholarship.

4. Scholarship is sometimes thought of as contributing to the
professional literature with articles,
books, or Internet materials. This may be one aspect, but the
field of nursing also considers
scholarship from a broader perspective. Service refers to
contributions beyond those that are
expected as part of a position description. This might include
volunteer work with health care
groups or in the community. It might also include involvement
with professional organizations in
the form of holding office or serving on committees.
Nurse Educators As Change Agents
Education is a powerful means for changing behavior and
beliefs. As nurses, we have all
engaged in patient education designed to help individual
patients change behaviors that are
damaging their health. We educate staff on new practices
designed to engage them in a new
approach to patient care. As nurse educators, much of our work
is designed toward changes,
either through adding to knowledge so that individuals are
better informed in how to accomplish
goals or in providing new knowledge to change behavior or
solve a problem.
As academic nurse educators, we are engaged in adding to
knowledge so that individuals can
learn to be nurses or acquire specialty knowledge in nursing. In
staff development, we are often
involved in initiating new procedures and processes for carrying
out health care initiatives. In
patient education, we are teaching ways to improve health and
change harmful behaviors. In all
instances, change is the key word. Sometimes, the changes come
easily and the learners are

5. eager for new knowledge; however, sometimes, that is not true
and we meet resistance from
the learners. Finding ways to overcome that resistance is an
important aspect of being a change
agent.
References
Institute of Medicine. (2010). The future of nursing: Leading
change, advancing health.
Washington, DC: National Academies Press.
Zorn, C. R. (2010). Becoming a nurse educator: Dialogue for an
emerging career. Sudbury, MA:
Jones & Bartlett Learning.
Assessment 2 ContextThe Tripartite ModelNurse Educators As
Change AgentsReferencesInstitute of Medicine. (2010). The
future of nursing: Leading change, advancing health.
Washington, DC: National Academies Press.
Overview.
Create a 2-page plan addressing the scholarship, service, and
teaching elements of a specific nurse educator role in a specific
context.
When we say we are nurse educators, the image that comes to
mind for many is that of a nursing instructor in an
undergraduate nursing program. The work that person is
engaged in is teaching others how to be nurses. While that is
certainly one aspect of the nurse educator role, the setting and
the work may vary greatly. Some nurse educators, especially in
university settings, will hold joint appointments as nursing
faculty in a college of nursing and as clinicians in the university
hospital. Other educators will work exclusively in a hospital or
community setting, educating staff, patients, or community.
Regardless of the setting, the role of educator encompasses
more than teaching; there is also an expectation for scholarship

6. and for service.
In this tripartite role, faculty in universities and colleges are
expected to teach, participate in scholarly activities, and
participate in service, which is defined as activities contributing
to the good of the community, university, or profession beyond
one's defined job description. Many health care institutions will
also have similar expectations for nurses in upper-level
positions.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 2: Analyze the tripartite role of teaching, service,
and scholarship.
. Describe a specific nurse educator role.
. Analyze the teaching, service, and scholarship expectations for
a chosen nurse educator role.
· Competency 5: Articulate how nurse educators serve as change
agents and leaders to help advance nursing education and
nursing practice.
. Analyze qualifications in a chosen nurse educator role that
facilitate being a change agent.
· Competency 6: Develop a plan for engaging in scholarship in
an established area of expertise.
. Explain opportunities for scholarship related to a specific area
of expertise.
· Competency 7: Establish a plan for pursuing continuous
improvement in the nurse educator role.
. Generate a plan for meeting each aspect of the tripartite
model.
· Competency 8: Communicate in a manner that is scholarly,
professional, and consistent with the expectations for a nursing
education professional.
. Write coherently to support a central idea with correct
grammar, usage, mechanics, and APA format and style as
expected of a nursing education professional.

7. Assessment Instructions
Create a short (approximately 2 pages) plan reflecting on how
the three aspects of the tripartite model of teaching, service, and
scholarship could be met for a particular nurse educator position
in a context of interest to you.
In your plan, do the following:
· Describe the nurse educator role that your plan addresses, as
well as any other pertinent details about that role. Be sure to
give the role's title and explain the context in which that role
works.
· Analyze the teaching, service, and scholarship expectations
for that role as you understand them, and how those
expectations fit with the role.
· Identify publications, journals, and conferences that could be a
fit for the scholarship conducted in this role. Explain the kinds
of scholarship that would be a good fit for person in this role
and with this expertise.
· Generate a plan that could be used by a person in this role for
meeting each of the expectations you analyzed.
· Analyze additional qualifications that you believe are needed
for this role (additional education, certifications, skills, and so
on), explaining why they are necessary.
· Analyze the qualifications and areas of expertise related to
this role that would facilitate serving as a change agent.
Additional Requirements
Your plan should meet the following requirements:
· Written communication: Written communication should be
free of grammar and spelling errors that distract from the
content.
· APA format: Use correct APA format, including running head,
page numbers, and a title page. Citations and references (if
used) are to be in correct APA format.
· Format: Submit your assessment as a Word document.
· Length: Approximately two double-spaced pages, not

8. including the title page and references page.
· Font and font size: Times New Roman or Arial, 12 point.
NR 439 PICOT Question Guide
The following contains PICOT question guides/templates to use
to help write questions using all of the PICOT elements. Each
template contains a guide that you can use to write a complete
PICOT question, examples of PICOT elements, and
illustrations. Review some tips and hints below to think about
for each of the PICOT elements that can help create a sound
clinical nursing PICOT question:
P=Population of patients: Think about a group of patients
you are interested in studying—identify the group by age
ranges, diagnosis/disease of interest, history or length of time
with the diagnosis/disease of interest, location, unit, or setting,
gender type (if applicable), race (if applicable), or other
identifiable characteristics such as Medicare, Medicaid,
immobile, ventilated, inpatient, outpatient, etc.
I=Intervention: Consider the nursing action or intervention
you are thinking that would make a difference? From your
search for evidence, what is the evidence indicating that nurses
can do to help improve the problem or issue you have chosen?
C=Comparison: Think about comparing to the intervention
of interest or the alternative such as routine/standard care. If no
comparison, state not implementing the intervention or no
comparison group.
O=Outcome: Reflect upon what would be the measurable,
relatable indicator that would demonstrate the intervention is
making a difference or not? What would be the needed outcome
that you could observe/check/measure? For example, “the pain
is okay” would not be a measurable outcome. Rates pain level
less than 3 on pain scale would be measurable.

9. T=Timeframe: For this element, reflect on how long it would
take to implement your study by collecting data or the time
needed to observe to see if any changes occurred or will occur.
Think about 1 month, 3 months, 6 months etc... Use a timeframe
that is realistic.
Template A
Among/In _________________________ (P),
does______________________ (I)
(**decrease/increase/impact/influence/affect/reduce/improve**)
_____________________ (O) compared to
______________________________ (C) over
______________________________(T)?
(**choose one term**)
Example:
Among 65+ and older diabetic immobile adults in long-term
care (P), does a bedside oral care kit and checklist protocol (I)
compared to routine oral care without a bedside oral care kit (C)
affect the number of times oral care is completed (O) over 3
months (T)?
P=Population of patients: 65+ and older diabetic immobile
adults in long-term care
I=Intervention: bedside oral care kit and a checklist protocol
C=Comparison: routine oral care without a bedside oral care kit
O=Outcome: number of times (frequency) oral care is
completed
T=Timeframe: 3 months

10. Template B
Among/In _________________________ (P),
would______________________(I)
(**decrease/increase/impact/influence /affect/reduce/improve
**)_____________________ (O) compared to
______________________________ (C) over
______________________________(T)?
(**choose one term**)
Example:
In male ICU patients who are 65+ and olderdiagnosed with
COPD (P), wouldthe confusion assessment screening tool
(CAST) (I) impact the number of early identification of
delirium (O) compared to no screening tool (C) over 6 months
(T)?
P=Population of patients: Inpatient male ICU patients 65+ and
older diagnosed with COPD
I=Intervention: confusion assessment screening tool (CAST)
C=Comparison: routine care/no screening tool
O=Outcome: number of early identification of delirium
T=Timeframe: 6 months
Template C

11. Among/In _________________________ (P), will
______________________ (I)
(**decrease/increase/impact/influence/affect/reduce/improve
**)_____________________ (O) compared to
______________________________ (C) over
______________________________ (T)?
(**choose one term**)
Example:
Among Hispanic pregnant women between 36-40 weeks (P),
will completing a lactation course (I) increase the number of
breastfeeding initiations by or within 6 hours of delivery (O)
compared to no lactation course (C) over 6 months?
P=Population of patients: Hispanic pregnant women between
36-40 weeks
I=Intervention: lactation course completed
C=Comparison: no lactation course
O=Outcome: number of breastfeeding initiations within 6 hours
of delivery
T=Timeframe: 6 months
Template D
Among/In _________________________ (P), what is the effect
of ______________________ (I) on ____________________
(O) compared to ___________________________ (C) over
______________ (T)?
Example:

12. In pediatric non-Hispanic Black males ages 8-18 years old with
a 5 year history of type 1 diabetes (P), what is the effect of the
Glucose Buddy Diabetes Tracker app (I) on maintaining HbA1C
levels <7% (O) compared to the mySugar Diabetes Tracker Log
app (C) over 6 months (T)?
P=Population of patients: pediatric non-Hispanic Black males
ages 8-18 years old with 5 year history of type 1 diabetes
I=Intervention: Glucose Buddy Diabetes Tracker app
C=Comparison: mySugar Diabetes Tracker Log app
O=Outcome: HbA1C levels <7%
T=Timeframe: 6 months