PICO(T) Questions and an Evidence-Based Approach Discussion

The PICO(T) research approach is used to elaborate on Population/Patient, Intervention, Comparison, Outcome, and Time, which may be utilized to uncover practical solutions to address issues when dealing with safety and quality concerns in healthcare. By using the PICO(T) approach in secondary research, this paper seeks to address the issue of medication errors and bar-code medication administration technology. The paper will also explore sources of information that may give a response to the research question, discuss meaningful findings from the sources, and demonstrate the relevancy of those significant findings.

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Use of the PICO (T) Approach in Medication Errors

The incidence of medication errors in in-patient care settings is the practice issue being studied. To address the issue, numerous healthcare facilities have utilized bar-code medication administration systems, which is why the PICO framework seeks to pinpoint the distinctive accomplishment of this technological innovation. The PICO question being researched is “in in-patient care settings, does the use of bar-code administration technology, compared to not using them, lead to reduced incidences of medication errors?”

Identification of Sources of Evidence

Publications from Google Scholar and the Capella University Summons library were useful sources of information when I was looking for information on the usage of bar-code administration technology in decreasing medication errors. I used keywords like “medication errors, medical mistakes, medical errors, bar-code system, and in-patients.” I then used terms like “peer-reviewed” and “within the past 5 years” to narrow down my search for evidence on the usefulness of bar-code administration technology in decreasing medication errors. As a result, the search only covered peer-reviewed publications from between 2017 and 2021.

 Findings from Articles

Notwithstanding broad preventative efforts and substantial retraining of hospital employees, medication errors that result in adverse drug events are considered to pose a significant hazard to patient safety. Luckily, most medication errors may be prevented, as research shows that using health information technology, like bar code medication administration (BCMA) systems, is becoming more popular as a solution. One study by Macias et al., 2018 seeks to examine if bar-code medication administration technology affects the incidence and magnitude of medication errors. The findings of this study show that BCMA is an effective technological breakthrough for decreasing medication administration errors and thereby improving patient safety.

Thompson et al., 2018, set out to determine the effects of adopting bar-code medication administration technology on the incidence of medication administration errors in the in-patient context, particularly those that impact patients and cause significant damage. Medication administration errors were reduced by 43.5 percent once the BCMA system was used. Most significantly, the rate of detrimental medication errors dropped from 0.65 per 100,000 before intervention to 0.29 per 100,000 after the intervention. The number of actual patient harm incidents decreased by 55.4 percent as a result of this. The findings from this study indicate that using BCMA technology consistently enhances patient safety by lowering the number of patients who are impacted by medication administration errors.

Relevance of Findings from Articles

Each research paper included in a study must be evaluated for relevance by the researcher. The articles’ contents determine this. The study by Macias et al., 2018 is clearly identified as peer-reviewed in the Oncology Nursing Forum journal. It also aims to provide a response to the research question of how vital bar-code medication administration systems are in decreasing medical errors. Furthermore, it is a current resource with evidence to back up the information presented. It is therefore credible and relevant for this research.

The article by Thompson et al. (2018) meet the CRAAP (credibility, relevance, accuracy, authority, and purpose) criteria (Cook, 2019). It was published in February 2018 in the journal Mayo Clinic Proceedings: Innovations, Quality & Outcomes. It is also relevant to the research since it aims to show the effectiveness of bar-code drug delivery technology in decreasing medication errors in the in-patient context. Furthermore, there is no conflict of interest in releasing the study since it is based on better understanding for evidence-based purposes. As such, it is relevant to this research.

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Conclusion

It is indeed critical to devise strategies for decreasing medication errors in today’s healthcare system. This is due to the negative consequences on patients and the entire healthcare industry. The PICOT approach offers a way to resolve this issue and arrive at evidence-based remedies. Locating credible sources for this remedy is also necessary, and obtaining a reliable solution requires a great deal of examination. Additionally, it is crucial to double-check the resources’ relevancy, as this is the only means to get better outcomes. The publications in this paper meet the CRAAP criteria and give reliable evidence on how to address the issue of medication errors in in-patient care settings. As such, it is evident that implementing a bar-code medication administration system is critical for reducing medical errors, improving patient safety and satisfaction, and achieving better outcomes.

References

Cook, N. (2019). The craap analysis and beyond: Making information literacy meaningful for undergraduate research writers. EDULEARN19 Proceedings. https://doi.org/10.21125/edulearn.2019.0787

Macias, M., Bernabeu-Andreu, F., Arribas, I., Navarro, F., & Baldominos, G. (2018). Impact of a bar-code medication administration system on patient safety. Oncology Nursing Forum45(1), E1-E13. https://doi.org/10.1188/18.onf.e1-e13

Thompson, K. M., Swanson, K. M., Cox, D. L., Kirchner, R. B., Russell, J. J., Wermers, R. A., Storlie, C. B., Johnson, M. G., & Naessens, J. M. (2018). Implementation of bar-code medication administration to reduce patient harm. Mayo Clinic Proceedings: Innovations, Quality & Outcomes, 2(4), 342-351. https://doi.org/10.1016/j.mayocpiqo.2018.09.001

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. 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. You are encouraged to complete the Vila Health PCI(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. Demonstration of Proficiency 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. 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. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Reference Boswell, C., Cannon, S. (2015). Introduction to nursing research. Burlington, MA: 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. Scenario For this assessment, please use an 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 an issue of interest an apply the PICO(T) process to define the 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 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

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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. Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Explain the findings from articles or other sources of evidence. 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 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. SCORING GUIDE Use the scoring guide to understand how your assessment will be evaluated. VIEW SCORING GUIDE PICO(T) Questions and an Evidence-Based Approach Discussion