Description
Prepare this assignment as a 1,500-1,750 word paper using the
instructor feedback from the previous course assignments and the
guidelines below.
PICOT Question
Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.
The
final PICOT question will provide a framework for your capstone project
(the project students must complete during their final course in the
RN-BSN program of study).
Research Critiques
In
the Topic 2 and Topic 3 assignments, you completed a qualitative and
quantitative research critique on two articles for each type of study (4
articles total). Use the feedback you received from your instructor on
these assignments to finalize the critical analysis of each study by
making appropriate revisions.
The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.
Refer
to “Research Critiques and PICOT Guidelines – Final Draft.” Questions
under each heading should be addressed as a narrative in the structure
of a formal paper.
Proposed Evidence-Based Practice Change
Discuss
the link between the PICOT question, the research articles, and the
nursing practice problem you identified. Include relevant details and
supporting explanation and use that information to propose
evidence-based practice changes.
General Requirements
Prepare
this assignment according to the APA guidelines found in the APA Style
Guide, located in the Student Success Center. An abstract is not
required.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the
expectations for successful completion.
This is the feedback that I got from the last assignments.
Feedback from instructor for PICOT question: “try to make your PICOT a little more specific it still seems broad”.
Feedback from instructor: use intext citations. Journal names should be italicized.
PICOT Question: How do adolescents diagnosed with HIV perceive social support, protection, and medical gaps during the last decade?
Quantitative articles used:
Armstrong, A., Nagata, J. M., Vicari, M., Irvine, C., Cluver, L., Sohn, A. H., & Ross, D. (2018). A global research agenda for adolescents living with HIV. Journal of acquired immune deficiency syndromes (1999), 78(1), S16. Retrieved from https://journals.lww.com/jaids/FullText/2018/08151/A_Global_Research_Agenda_for_Adolescents_Living.4.aspx
Okawa, S., Mwanza-Kabaghe, S., Mwiya, M., Kikuchi, K., Jimba, M., Kankasa, C., & Ishikawa, N. (2017). Adolescents’ experiences and their suggestions for HIV serostatus Disclosure in Zambia: a Mixed-Methods study. Frontiers in public health, 5, 326 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736526/
Quaitative articles used:
Galano, E., Turato, E. R., Delmas, P., Cote, J., Gouvea, A. D. F. T. B., Succi, R. C. D. M. & Machado, D. M. (2016). Experiences of adolescents seropositive for HIV/AIDS: a qualitative study. Revista Paulista de Pediatria 32(2), 171-177. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC49172…
Li, R. J., Jaspan, H. B., O’Brien, V., Rabie, H., Cotton, M. F., &Nattrass, N. (2010). Positive futures: a qualitative study on the needs of adolescents on antiretroviral therapy in South Africa. AIDS Care, 22(6), 751-758.Retrieved from https://www.tandfonline.com/doi/abs/10.1080/095401…
