please use the chart/tool below to explain the question;

For adult obesity patients aged between 20 and 60 years (P), does the implementation of staff education on behavioral changes for obesity (I) compared to current practice (C), improve obesity management (O) within a period of 3 weeks (T)?

1. What is the problem?
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2. Why is the problem important and relevant? What would happen if it were not addressed?
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3. What is the current practice?
Enter text
4. How was the problem identified?  (Check all that apply)
☐Safety and risk-management concerns ☐Quality concerns (efficiency, effectiveness, timeliness, equity, patient-centeredness) ☐Unsatisfactory patient, staff, or organizational outcomes	☐Variations in practice within the setting ☐Variations in practice compared to community standard ☐Current practice that has not been validated ☐Financial concerns
5. What are the PICO components?
P – (Patient, population, or problem) I – (Intervention) C – (Comparison with other interventions, if foreground question) O – (Outcome measures to determine success)
6. Initial EBP question                      ☐Background               ☐Foreground
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7. List possible search terms, databases to search, and search strategies.
Enter text
8. What evidence must be gathered?  (Check all that apply)
☐Publications (e.g., CINAHL, MEDLINE, PubMed, Embase) ☐Standards (regulatory, professional, community) ☐Guidelines ☐Organizational data (e.g., QI, financial data, local clinical expertise, patient/family preferences) ☐Position statements
9. Revised EBP question (Revisions in the EBP question may not be evident until after the initial evidence review; the revision can be in the background question or a change from the background to a foreground question)
Enter text
10. Outcome measurement plan
What will we measure? (structure, process, outcome measure)	How will we measure it? (metrics are expressed as rate or percent)	How often will we measure it? (frequency)	Where will   we obtain the data?	Who will collect the data?	To whom will we report the data?
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Directions for Use of the Question Development Tool

Purpose

This form is used to develop an answerable EBP question and to guide the team in the evidence search process. The question, search terms, search strategy, and sources of evidence can be revised as the EBP team refines the EBP question.

 

What is the problem, and why is it important?

Indicate why the project was undertaken. What led the team to seek evidence? Ensure that the problem statement defines the actual problem and does not include a solution. Whenever possible, quantify the extent of the problem. Validate the final problem description with practicing staff. It is important for the inter-professional team to take the time together to reflect, gather information, observe current practice, listen to clinicians, visualize how the process can be different or improved, and probe the problem description in order to develop a shared understanding of the problem.

 

What is the current practice?

Define the current practice as it relates to the problem. Think about current policies and procedures. Observe practices. What do you see?

 

How was the problem identified?

Check all the statements that apply.

 

What are the PICO components?

P (patient, population, problem) e.g., age, sex, setting, ethnicity, condition, disease,
type of patient, or population

I (intervention) e.g., treatment, medication, education, diagnostic test, or best practice(s)

C (comparison with other interventions or current practice for foreground questions; is not applicable for background questions, which identify best practice)

O (outcomes) stated in measurable terms; may be a structure, a process, or an outcome measure based on the desired change (e.g., decrease in falls, decrease in length of stay, increase in patient satisfaction)

 

 

 

Initial EBP question

A starting question (usually a background question) that is often refined and adjusted as the team searches through the literature:

• Background questions are broad and are used when the team has little knowledge, experience, or expertise in the area of interest. Background questions are often used to identify best practices.
• Foreground questions are focused, with specific comparisons of two or more ideas or interventions. Foreground questions provide specific bodies of evidence related to the EBP question. Foreground questions often flow from an initial background question and literature review.

 

List possible search terms, databases to search, and search strategies.

Using PICO components and the initial EBP question, list search terms. Terms can be added or adjusted throughout the evidence search. Document the search terms, search strategy, and databases queried in sufficient detail for replication.

What evidence must be gathered?

Check the types of evidence the team will gather based on the PICO and initial EBP question.

 

Revised EBP question

Often, the question that you start with may not be the final EBP question. Back- ground questions can be refined or changed to a foreground question based on the evidence review. Foreground questions are focused questions that include specific comparisons and produce a narrower range of evidence.

 

Measurement plan

Measures can be added or changed as the review of the literature is completed and the translation planning begins:

• A measure is an amount or a degree of something, such as number of falls with injury. Each measure must be converted to a metric, which is calculated before and after implementing the change.

Metrics let you know whether the change was successful. They have a numerator and a denominator and are typically expressed as rates or percent. For example, a metric for the measure falls-with-injury would be the number of falls with injury (numerator) divided by 1,000 patient days (denominator). Other examples of metrics include the number of direct care RNs (numerator) on a unit divided by the total number of direct care staff (denominator); the number of medication errors div

1. What is the problem?
The practicum setting does not adequately implement clinical practice guidelines to treat obesity patients. As a result, 50-60% of patients who are seeking care at the facility have obesity. An investigation into the matter revealed that members of staff have limited knowledge regarding  behavioral changes for obesity. In an evidence-based practice project, the problem is usually a gap in clinical practice or patient care that can best be addressed by implementing an evidence-based practice intervention (Correa-de-Araujo, 2016; Melnyk & Fineout-Overholt, 2019). At the practicum setting, limited knowledge among staff regardin obesity management leads to the rise in the number of obese patiets who cannpt manage their conditions effectively at home (Walsh et al., 2019).
2. Why is the problem important and relevant? What would happen if it were not addressed?
According to the US Preventive Services Task Force (2018), obesity is associated with a number of comorbidity conditions including diabetes, musculoskeletal disorders, hypertension, and other cardiovascular diseases. Failure to utilize clinical practice guidelines in the management of obesity at the practicum site increases patients’ risks of developing these comorbidity conditions which eventually affect their health and well-being. Wang et al. (2018) further indicates that a healthcare setting that does not utilize clinical practice guidelines is likely to experience negative effects such as poor patient outcomes, nurse nburnout, and increased health expenditure for the organization. Therefore, if the current problem is not addressed, patients are likely to experience poor health outcomes. Additionally, nurses are likely to face burnout and the organization will incur high healthcare costs.
3. What is the current practice?
The facility is not offering staff education on obesity management. It is for this reason that most of the staff members lack adequate understanding of behavioral changes for obesity. According to Osmundsen et al. (2019), limited knowledge among nurses is associated with poor obesity management in healthcare settings. Healthcare professionals at the practicum site are unable to effectively provide obesity management advice due to their limited knowledge regarding obesity management.
4. How was the problem identified?  (Check all that apply)
¢Safety and risk-management concerns ¢Quality concerns (efficiency, effectiveness, timeliness, equity, patient-centeredness) ¢Unsatisfactory patient, staff, or organizational outcomes	¢Variations in practice within the setting ☐Variations in practice compared to community standard ☐Current practice that has not been validated ☐Financial concerns
5. What are the PICO components?
P – Adult obesity patients aged between 20 and 60 years I – Implementation of staff education on behavioral changes for obesity C – Current practice (failure to teach staff on behavioral changes for obesity) O – Improve obesity management
6. Initial EBP question                      ¢Background               ☐Foreground
“For adult obesity patients aged between 20 and 60 years (P), does the implementation of staff education on behavioral changes for obesity (I), compared to current practice (C) improve obesity management (O) within a period of 3 weeks (T)?

 

7. List possible search terms, databases to search, and search strategies.
Possible search terms: Obesity management, behavioral changes for obesity, obesity management education, staff education on obesity management, obesity management knowledge. Databases to search: CIHAHL, Google Scholar, MEDLINE, PubMed, and ProQuest Search strategies: Obesity management OR behavioral changes for obesity OR obesity nmanagement education OR staff education on obesity management OR obesity management knowledge.
8. What evidence must be gathered?  (Check all that apply)
¢Publications (e.g., CINAHL, MEDLINE, PubMed, Embase) ¢Standards (regulatory, professional, community) ¢Guidelines ¢Organizational data (e.g., QI, financial data, local clinical expertise, patient/family preferences) ¢Position statements
9. Revised EBP question (Revisions in the EBP question may not be evident until after the initial evidence review; the revision can be in the background question or a change from the background to a foreground question)
“For adult obesity patients aged between 20 and 60 years (P), does the implementation of staff education on behavioral changes for obesity (I), compared to current practice involving failure to teach staff on behavioral changes for obesity (C) improve obesity management (O) within a period of 3 weeks (T)?
10. Outcome measurement plan
What will we measure? (structure, process, outcome measure)	How will we measure it? (metrics are expressed as rate or percent)	How often will we measure it? (frequency)	Where will   we obtain the data?	Who will collect the data?	To whom will we report the data?
Process	The number of nurses who receive training on behavioral changes for obesity	Weekly	Unit-level	Project team	Project manager
Outcome	The percentage of patients who enroll in weight loss programs after the implementation of staff education program.	Weekly	Unit-level	Project team	Project manager
Outcome	The percentage of patients who engage in dietary practices for obesity after the implementation of a staff education program.	Weekly	Unit-level	Project team	Project manager

 

Directions for Use of the Question Development Tool

Purpose

This form is used to develop an answerable EBP question and to guide the team in the evidence search process. The question, search terms, search strategy, and sources of evidence can be revised as the EBP team refines the EBP question.

 

What is the problem, and why is it important?

Indicate why the project was undertaken. What led the team to seek evidence? Ensure that the problem statement defines the actual problem and does not include a solution. Whenever possible, quantify the extent of the problem. Validate the final problem description with practicing staff. It is important for the inter-professional team to take the time together to reflect, gather information, observe current practice, listen to clinicians, visualize how the process can be different or improved, and probe the problem description in order to develop a shared understanding of the problem.

 

What is the current practice?

Define the current practice as it relates to the problem. Think about current policies and procedures. Observe practices. What do you see?

 

How was the problem identified?

Check all the statements that apply.

 

What are the PICO components?

P (patient, population, problem) e.g., age, sex, setting, ethnicity, condition, disease,
type of patient, or population

I (intervention) e.g., treatment, medication, education, diagnostic test, or best practice(s)

C (comparison with other interventions or current practice for foreground questions; is not applicable for background questions, which identify best practice)

O (outcomes) stated in measurable terms; may be a structure, a process, or an outcome measure based on the desired change (e.g., decrease in falls, decrease in length of stay, increase in patient satisfaction)

 

 

 

Initial EBP question

A starting question (usually a background question) that is often refined and adjusted as the team searches through the literature:

• Background questions are broad and are used when the team has little knowledge, experience, or expertise in the area of interest. Background questions are often used to identify best practices.
• Foreground questions are focused, with specific comparisons of two or more ideas or interventions. Foreground questions provide specific bodies of evidence related to the EBP question. Foreground questions often flow from an initial background question and literature review.

 

List possible search terms, databases to search, and search strategies.

Using PICO components and the initial EBP question, list search terms. Terms can be added or adjusted throughout the evidence search. Document the search terms, search strategy, and databases queried in sufficient detail for replication.

What evidence must be gathered?

Check the types of evidence the team will gather based on the PICO and initial EBP question.

 

Revised EBP question

Often, the question that you start with may not be the final EBP question. Back- ground questions can be refined or changed to a foreground question based on the evidence review. Foreground questions are focused questions that include specific comparisons and produce a narrower range of evidence.

 

Measurement plan

Measures can be added or changed as the review of the literature is completed and the translation planning begins:

• A measure is an amount or a degree of something, such as number of falls with injury. Each measure must be converted to a metric, which is calculated before and after implementing the change.
• Metrics let you know whether the change was successful. They have a numerator and a denominator and are typically expressed as rates or percent. For example, a metric for the measure falls-with-injury would be the number of falls with injury (numerator) divided by 1,000 patient days (denominator). Other examples of metrics include the number of direct care RNs (numerator) on a unit divided by the total number of direct care staff (denominator); the number of medication errors divided by 1,000 orders.