NURS 6431:Week 5: Developing a PICO Question Essay Assignment

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NURS 6431:Week 5: Developing a PICO Question Essay Assignment

NURS 6431: Evaluation Methods for Health Information Technology | Week 5

Sally Smith is a nurse informaticist at the Forest View Hospital in a small midwestern town. The organization has just completed a project: moving to a new, more efficient electronic patient record (EPR) system for capturing and analyzing patient information. The CFO of the hospital, who was hesitant about spending the large amount of money required for the project, now wants justification of the value of the purchase and implementation. She has asked Sally to conduct an evaluation.

Consider how Sally might proceed. Perhaps she wants to determine how the doctors use the system. Or maybe she wants to measure the time it takes for nurses to input data using this system versus the older one. She might even want to evaluate the ease of answering research questions with information stored in the system. In order to effectively address the desired area of interest, Sally chooses to develop a PICO (population/patient problem, intervention, comparison, and outcome) question that clearly articulates what she hopes to determine from the evaluation.

This week, you review the parts of a PICO question, and you develop a question that addresses the evaluation goal and viewpoint for the scenario you selected last week.

Learning Objectives

Students will:

• Formulate a PICO question for a health information technology evaluation plan
• Evaluate PICO questions for thoroughness and clarity

Photo Credit: muharrem ├╢ner/E+/Getty images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Friedman, C. P., & Wyatt, J. C. (2010). Evaluation methods in biomedical informatics (2nd ed.). New York, NY: Springer Science+Business Media, Inc.

• Chapter 3, “Determining What to Study” (pp. 48–84)This chapter focuses on how to identify the relevant questions to cover in an evaluation and how to ensure that the scope of the question is appropriate. It includes a description of different types of evaluations, including what they specifically focus on and the general type of questions they address.

Gschwandtner, T., Kaiser, K., & Miksch, S. (2011). Information requisition is the core of guideline-based medical care: Which information is needed for whom? Journal of Evaluation in Clinical Practice, 17(4), 713–721.

This article describes the construction of a comprehensive information source to be used in the development of computerized clinical practice guideline (CPG). The authors emphasize how the information source is designed to meet the informational requirements of anyone developing a CPG for any user group.

Lin, J. W., Chang, C. H., Lin, M. W., Ebell, M. H., & Chiang, J. H. (2011). Automating the process of critical appraisal and assessing the strength of evidence with information extraction technology. Journal of Evaluation in Clinical Practice, 17(4), 832–838.

The authors of this article explain a study that sought to create and evaluate a system to automatically determine a medical article’s evidence level. The authors describe the accuracy of the system and speculate on the causes of errors.

Swennen, M. H. J., vander Heijden, G. J. M. G., Blijham, G. H., & Kalkman, C. J. (2011). Career stage and work setting create different barriers for evidence-based medicine. Journal of Evaluation in Clinical Practice, 17(4), 775–785.

This article describes a study that examines how a doctor’s career stage and work setting are related to their perceptions of barriers to practicing evidence-based medicine (EBM). The authors also provide a framework for classifying the identified barriers.

Required Media

Laureate Education (Producer). (n.d.e). PICO question. Retrieved from CDN database. (NURS 6431)

This animation describes the basics of formulating a PICO question. The animation provides an example scenario of effectively generating a PICO question.

Optional Resources

Alliance for Health Reform. (2013). Health Information Technology. Retrieved from http://www.allhealth.org/issues.asp?wi=4

American Health Information Management Association. Retrieved from http://www.ahima.org/

Healthcare Information and Management Systems. (2013). Retrieved from http://www.himss.org/

Kaiser.edu. (n.d.). Health information technology. Retrieved from http://kff.org/health-reform/issue-brief/building-an-information-technology-foundation-for-health/

National Center for Biotechnology Information. (n.d.). Health services/technology assessment texts (HSTAT). Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK16710/

Discussion: Developing PICO Questions

Determining the topic of an evaluation is one of the most important steps of the evaluation process. In the process of selecting a topic for evaluation, researchers should reflect on what information needs to be gathered and how it will be used. A PICO question can provide the foundation for this process. The PICO question requires researchers to determine the population to be studied, select the intervention that occurred or will occur (such as a new system), have a baseline with which to compare the evaluation, and finally, have a standard to measure the outcome of the project. Using a PICO question as a guideline helps ensure the evaluation is focused and effective.

In this Discussion, you generate a PICO question that corresponds to the Evaluation Plan Focus you developed last week.

To prepare:

• Develop a PICO question based on the Evaluation Plan Focus Assignment completed last week.
• Reflect on why it is important that this question be answered. Identify the “who cares?” factor.

By Day 3

Post a summary of key points (evaluation goal, viewpoint, and model) from your Evaluation Plan Focus Assignment. Post your PICO question. Explain why you developed this question, and why it is important to be considered.

By Day 6

Respond to at least two of your colleagues on two different days. Critique each of their PICO questions. Do they clearly pose the question to be answered? Are the questions narrow enough but not too narrow? Do the questions accurately reflect the evaluation goal, viewpoint, and model? Provide constructive feedback that will help strengthen each PICO question.

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