Review your problem or issue and the study materials to formulate a PICOT (Patient, Intervention, Comparison, Outcome and Time) question for your capstone project change proposal. A PICOT question starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention used to address the problem must be a nursing practice intervention. Include a comparison of the nursing intervention to a patient population not currently receiving the nursing intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT question using the PICOT format (provided in the assigned readings) that addresses the clinical nursing problem.
The PICOT question will provide a framework for your capstone project change proposal.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
Step 1: Create PICOT question; A PICOT question is presented and provides a clear framework for the capstone project change proposal. Your PICOT question should clearly outline all of these elements: patient, intervention, comparison, outcome and time.
Step 2: PICOT Problem: Identify the PICOT problem, what clinical problems or issues may arise from clinical care? The PICOT problem as it relates to evidence-based solution, nursing intervention, patent care, health care agency, and nursing practice is thoroughly described.
Step 3: Describe nursing intervention: A nursing intervention used to address the problem. Compare the nursing intervention to a patient population not currently receiving the nursing intervention, and timeframe needed to implement the change process.
Step 4: Summarize Clinical Problem and Patient Outcome: The clinical problem and how it can result in a positive patient outcome.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. BE SURE TO ADDRESS ALL AREAS. NO PLAGIARISM. GOODLUCK!
Capstone Project Change Proposal
PICOT question
In patients residing in high prevalence areas (P), what are the impact of community-based diabetes and healthy lifestyle education (I) compared to no education (C) on the disease knowledge and prevalence (O) over six months (T)?
PICOT Problem
Based on the PICOT question, the problem includes the lack of information about type 2 diabetes and high rates of the disease among the community members. Type 2 diabetes is a serious health problem that requires relevant evidence based solutions to manage. According to Himalowa et al. (2020), type 2 diabetes mellitus (T2DM) is among the largest and fastest-growing health problems associated with high morbidity and mortality. Type 2 diabetes takes evidence-based solutions and nursing interventions to prevent or manage (Correia et al., 2022). Proper patient care is required for people who are pre-diabetic to delay or prevent the disease onset. Public education is considered a powerful evidence-based intervention to prevent type 2 diabetes (Shirvani et al., 2021). Knowledge is essential for both the prevention and management or treatment of type 2 diabetes. The American Diabetes Association recognizes that lack of knowledge about the disease among citizens is a major problem that supports this PICOT problem (ADA, 2022). Consequently, the American Diabetes Association offers educational programs to patients, families, and communities.
Describe Nursing Intervention
The nursing intervention is diabetes and healthy lifestyle education to enhance participants’ knowledge and reduce the incidences of type 2 diabetes. Patients receiving this intervention will be compared retrospectively before and after the intervention. The period for the study is six months. The study assumes that education will help participants change their unhealthy behaviors to maintain normal blood sugar levels. Furthermore, participants’ knowledge regarding diabetes and a healthy lifestyle is expected to increase. According to Harris (2022), several factors contribute to type 2 diabetes including inactivity, being overweight, history of type 2 diabetes mellitus, and others. Sari et al. (2022) state that cultural beliefs may also lead to high incidences of type 2 diabetes. Therefore, lifestyle modifications play a significant role in maintaining glycemic control. Education about specific behavior change includes but is not limited to dietary modifications, physical activity, and regular monitoring of blood glucose levels.
Summary of the Clinical Problem and Patient Outcome
The clinical problem includes the increasing prevalence of type 2 diabetes mellitus and lack of knowledge among the community members visiting the hospital. Therefore, community-based education is believed to be a solution to the issue. As stated above, type 2 diabetes mellitus occurs due to poor lifestyle behaviors and a lack of knowledge about the disease and healthy lifestyle (T-Malek et al., 2022). The outcomes of this intervention should include increased knowledge regarding type 2 diabetes mellitus, reduced disease prevalence, and behavior change among the participants. People who are at high risks, such as those with pre-diabetic symptoms are expected to improve their blood sugar levels. These outcomes are achievable based on the results of previous studies. Lee et al. (2019) in their study found that diabetes education improved participants’ self-care behaviors and self-efficacy. Shirvani et al. (2021) also concluded in their finding that community-based education reduced diabetes incidence by 54.0%. Therefore, the intervention might lead to positive incomes.
References
ADA. (2022). Patient Education & Handouts. https://shopdiabetes.org/collections/patient-education-handouts
Correia, J. C., Waqas, A., Huat, T. S., Gariani, K., Jornayvaz, F. R., Golay, A., & Pataky, Z. (2022). Effectiveness of Therapeutic Patient Education Interventions in Obesity and Diabetes: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Nutrients, 14(18), 3807. . https://doi.org/10.3390/nu14183807
Harris, C. (2022). Effects of diabetes self-management education in the primary care setting on self-efficacy and glycosylated hemoglobin levels among adults with type 2 diabetes mellitus (Doctor Of Nursing Practice Final Manuscripts: University of San Diego). https://digital.sandiego.edu/cgi/viewcontent.cgi?article=1221&context=dnp
Himalowa, S., Mweshi, M. M., Banda, M., Frantz, J., & Kunda, R. (2020). Original Paper Strategies to Prevent Type 2 Diabetes Mellitus among School Children: A Systematic Review, 5(2). http://dx.doi.org/10.22158/rhs.v5n2p64
Lee, S. K., Shin, D. H., Kim, Y. H., & Lee, K. S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International journal of environmental research and public health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323
Shirvani, T., Javadivala, Z., Azimi, S., Shaghaghi, A., Fathifar, Z., Devender Bhalla, H. D. R., & Nadrian, H. (2021). Community-based educational interventions for prevention of type II diabetes: a global systematic review and meta-analysis. Systematic reviews, 10(1), 1-12. https://doi.org/10.1186/s13643-021-01619-3
Sari, Y., Yusuf, S., Kusumawardani, L. H., Sumeru, A., & Sutrisna, E. (2022). The cultural beliefs and practices of diabetes self-management in Javanese diabetic patients: An ethnographic study. Heliyon, 8(2), e08873. https://doi.org/10.1016/j.heliyon.2022.e08873
T-Malek, T. M. M. B., & Ahmad, A. B. (2022). The Effect of Web-Based Education Programs on Self-Efficacy and Self-Care Behavior in Quality of Life Among Diabetic Type 2 Patients in Public Hospital. Research Square, 2022. https://doi.org/10.21203/rs.3.rs-1381251/v1TENGKU