NUR 550 Evidence-Based Practice Project Proposal: PICOT Framework Development Task

NUR 550 Evidence-Based Practice Project Proposal: PICOT Framework Development Task

The PICOT framework, which stands for Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome, serves as a structured method to delineate the essential components required to formulate a well-structured question that addresses a practice issue or problem affecting a specific population.

The primary objective of this assignment is to refine and finalize your PICOT statement for the nursing practice problem you have chosen. To complete this task, you should reference your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem” assignment, which was submitted in Topic 1. If any revisions were made to your nursing practice problem or PICOT statement as a result of feedback or further research, ensure that these revisions are incorporated into this assignment. The ultimate PICOT statement you construct here will serve as the foundational framework for the development of your evidence-based practice project proposal. To guide you through this task, use the “PICOT-Final” template provided for this assignment.

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What Is Accreditation in Nursing and Why Is It Important?

This assignment mandates the inclusion of a minimum of four peer-reviewed sources, each of which should be published within the past five years. These sources must align with the assignment’s criteria and be relevant to nursing content.

While the body of this assignment does not necessitate adherence to APA style, it is expected that your academic writing will be of high quality, and sources should be cited following APA formatting guidelines. Comprehensive information on APA style can be found in the APA Style Guide, accessible within the Student Success Center.

NUR 550 Evidence-Based Practice Project Proposal: PICOT Assignment

This assignment is assessed using a rubric. To ensure your understanding of the expectations for successful completion, it is advisable to review the rubric before commencing the assignment.

The submission of this assignment to LopesWrite is not required.


Please proceed to develop your PICOT statement based on your approved nursing practice problem. If your population and intervention were previously approved in your Topic 1 assignment, you may continue to utilize them. However, be sure to incorporate any necessary revisions in this submission. For guidance on completing your PICOT, you can refer to the “Example PICOT” provided below.

PICOT Question
P Population
I Intervention
C Comparison
O Outcome
T Timeframe
Construct a comprehensive PICOT statement.

Problem Statement
Create a problem statement for your PICOT, which will serve as a recurring reference in your final written paper.

NUR 550 Evidence-Based Practice Project Proposal: PICOT Assignment References

Example PICOT: Please remove this example page before submitting your PICOT.
PICOT Question
P Population Adult patients with hypertension, Spanish primary language
I Intervention Written education in Spanish
C Comparison Teaching using an interpreter
O Outcome Improved BP control
T Timeframe 6 months

In adult patients with hypertension, for whom Spanish is their primary language (P), does providing written education in Spanish (I) when compared to using an interpreter (C) lead to improved blood pressure control (O) over the course of 6 months (T)?

Problem Statement

A problem statement, a scholarly declaration, serves as the rationale and justification for identifying a specific issue. It is crucial for a problem statement to be substantiated and supported by relevant literature. Notably, Hispanics exhibit a higher likelihood of experiencing uncontrolled, untreated, or undiagnosed hypertension in comparison to other ethnic groups (Rodriguez et al., 2015). This disparity in hypertension management may stem from language barriers, where both patients and healthcare providers struggle to communicate effectively. This situation can result in a lack of comprehension or the inability of patients to ask pertinent questions about their condition. Furthermore, Spanish-speaking patients often encounter translation services that are either insufficient or inadequate. Consequently, a sense of mistrust towards the information provided by healthcare providers can develop among these patients, potentially leading to unintentional noncompliance with medical recommendations (Rodriguez et al., 2015).

NUR 550 Evidence-Based Practice Project Proposal: PICOT Assignment

In this particular context, the problem statement underscores the pressing issue of hypertension management among the Hispanic population, primarily related to language barriers and the subsequent mistrust and potential noncompliance. This problem statement will serve as a foundation for developing an evidence-based practice project proposal.


Rodriguez, C. J., Allison, M., Daviglus, M. L., Isasi, C. R., Keller, C., Leira, E. C., Palaniappan, L., Piña, I. L., Ramirez, S. M., Rodriguez, B., & Sims, M. (2014). Status of cardiovascular disease and stroke in Hispanics/Latinos in the United States: a science advisory from the American Heart Association. Circulation, 130(7), 593–625. doi:10.1161/CIR.0000000000000071

Topic 1 DQ 1

Identify the different levels of translational research. Explain how translational research is different from evidence-based practice and discuss application to population health management.

Regarding Topic 1 DQ 1

Translational research, a form of clinical research that emerged around 1993 (Rubio et al., 2010), represents a relatively recent approach to the field of research. The definition of translational research remains somewhat ambiguous; however, it broadly encompasses two primary areas of translation. The first involves the translation of information obtained from pre-clinical and laboratory studies. The second entails the adaptation of best practices within the community, taking into account their cost-effectiveness (Rubio et al., 2010).

Translational research is organized into three distinct levels, commencing with T1, which encompasses the initial stages of research and the development of an intervention. This stage involves laboratory research, observational studies, and phase I and II clinical trials (Translational Research, n.d.). The second level, T2, focuses on the translation of research findings to patients. This involves testing interventions for efficacy within the patient population, including phase III clinical trials. It also encompasses the examination of how these new interventions interact with disease processes and the formulation of new guidelines with the most current information (Translational Research, n.d.). The third level, T3, revolves around the dissemination and implementation of research findings into daily practice. This entails incorporating the research evidence into evidence-based practices that are consistently applied across the profession (Translational Research, n.d.).

From this information, it becomes evident that there is no distinct demarcation between evidence-based practice (EBP) and translational research. Instead, translational research serves as a conduit leading to the establishment of evidence-based practice. By adhering to the ‘three T’s,’ the final step is the practical application of all this research, which culminates in evidence-based practice. In the realm of public health, this progression results in the provision of the most current care and information to the community. However, it is important to note that a lack of research in a particular area can have a detrimental impact on the population. Without ongoing research, there is a dearth of up-to-date evidence-based practice information related to specific disease processes and their comorbidities.


Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E., Platt, L. D., Baez, A., & Esposito, K. (2010). Defining translational research: implications for training. Academic medicine : journal of the Association of American Medical Colleges85(3), 470–475.

Translational Research – Defining the “T’s” | Translational Cancer Research Network. (n.d.). Www.Tcrn.Unsw.Edu. Retrieved June 18, 2021, from


PICOT Question

Population School-age children with obesity

The United States is facing an obesity epidemic among school-age children, a concern highlighted by De Lorenzo et al. (2019). This epidemic exerts profound impacts on the physical, psychological, and cardiovascular health of this population. Data from 2015-2016 reveals that 1 in 5 children in the United States, aged 6 to 19 years, now grapples with obesity, a rate that has tripled since the 1970s (Centers for Disease Control and Prevention, 2018). Contributing risk factors include poor dietary habits, insufficient physical activity, genetic predispositions, and adverse childhood events. Therefore, immediate, evidence-based interventions designed for the broader population are imperative to curtail the soaring obesity rates.

Intervention Educating parents and children

Parents can play a pivotal role in combatting obesity rates among children by serving as role models for healthy living. The potential for success increases when children understand the risks involved and actively participate in obesity prevention activities. One practical nursing intervention involves educating parents and children on the advantages of reducing screen time, as this contributes to healthier living by reducing sedentary behaviors. Parents and children must grasp the potential hazards of excessive screen time and the necessity of leading more physically active lives.

Comparison No education

In the absence of education aimed at reducing screen time and regulation strategies, parents would rely on self-taught strategies or knowledge acquired from sources such as social and mainstream media. The observed difference in outcomes, if any, following the education of parents and children would be primarily attributed to the nursing intervention.

Outcome Reduced obesity rates

The nursing intervention, entailing the education of parents and children about the implications of excessive screen time, is expected to serve as a catalyst for behavioral change. This program will enhance knowledge regarding the link between childhood obesity and screen time as a risk factor. A reduction in screen time is anticipated to correlate with a proportional decline in obesity rates among school-age children, a trend that has raised concerns in public health due to its upward trajectory over the past decade (Skinner et al., 2018). Lowering obesity rates holds the potential to enhance children’s productivity and reduce overall healthcare costs, as obesity significantly contributes to physical, psychological, and cardiovascular health issues (Sanyaolu et al., 2019). The ultimate goal is to foster a healthier population by mitigating obesity rates among school-age children.

Time-frame Six months

Achieving the targeted outcome within a six-month timeframe is plausible. Parents can begin implementing the knowledge they acquire immediately, and children can adjust their behaviors as soon as they understand the importance of reducing screen time.


Formulate a comprehensive PICOT statement. In school-age children with obesity (P), can educating parents and children (I) compared to no education (C) reduce obesity rates (O) within a six-month timeframe (T)?

Problem Statement

Develop a problem statement that will be consistently referenced in your final written paper. School-age children represent a vulnerable population with a heightened susceptibility to obesity. A substantial portion of this demographic spends extensive periods engaged with screens, participating in activities such as television viewing, gaming, and social interactions. Excessive screen time serves as a prominent contributor to obesity due to the consumption of excess energy and a lack of physical activity (Fang et al., 2019). Childhood obesity not only exposes children to risks of diabetes but also to physical and mental health issues. The resultant increase in the burden of illnesses places strain on healthcare costs and nurses’ workloads, emphasizing the need for evidence-based interventions.


Centers for Disease Control and Prevention. (2018, Sep 18). Obesity.
De Lorenzo, A., Gratteri, S., Gualtieri, P., Cammarano, A., Bertucci, P., & Di Renzo, L. (2019). Why primary obesity is a disease? Journal of Translational Medicine, 17(1), 1-13.
Fang, K., Mu, M., Liu, K., & He, Y. (2019). Screen time and childhood overweight/obesity: A systematic review and meta‐analysis. Child: Care, Health and Development, 45(5), 744-753.
Sanyaolu, A., Okorie, C., Qi, X., Locke, J., & Rehman, S. (2019). Childhood and adolescent obesity in the United States: A public health concern. Global Pediatric Health, 6, 2333794X19891305.
Skinner, A. C., Ravanbakht, S. N., Skelton, J. A., Perrin, E. M., & Armstrong, S. C. (2018). Prevalence of obesity and severe obesity in US children, 1999–2016. Pediatrics, 141(3).

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