(PLEASE NOTE YOU CAN USE THE ATTACHED DOCUMENT TITLED “OLD PICOT ACCIGNMENT AND

EBP Assignments
The goal of this series of assignments (EBP Scoping Exercise and Paper) is to ask and critically answer a question relevant to the nurse educator or nurse executive role. You will write the paper in two phases where you develop a PICO question based on an exercise and where you will scope the literature and then search, appraise and synthesize the best available evidence in order to make provisional recommendations based on the appraisal and synthesis of the evidence.
Phase I – EBP Scoping Exercise: Scoping and Asking the PICO (WO 1, 2, 3, 4)
The following links provide detailed instructions, templates, and examples.
Detailed Instructions
Hand Searching
Student Example – very good but not perfect
Template for PICO or PICo Questions
Template for Scoping Exercise
Tips for EBP Scoping Exercise
Knowledge that we need for practice comes in all shapes and sizes. In phase one, you will select a phenomenon related to your future practice as a Nurse Educator or Nurse Executive. Your audience is other nurse educators or nurse executives wanting to understand what has been studied about your topic. You will introduce the topic by supporting its significance to individual and/or public health, nursing education, and professional nursing practice.
Unlike the search PICO search completed in NUR50100, you DO NOT start this assignment with a question. Your question is the end result of this paper. You will scope the literature in order to formulate, narrow the focus and state a final, refined PICO or PICo question that will direct the next phase, the EBP paper. Think of this as a funneling procedure where at the top you begin with a broader idea and as the scoping process continues, you develop a sequentially narrower question. You will want to scale your question to something manageable—this may take some iterative thinking. For example, a topic like, “What is the best way to improve NCLEX pass rates?” is huge in scope because of the breadth of possible interventions or strategies that could be studied. A more manageable question might be, “In BSN students, what is the effect of sitting for NCLEX within two months of graduation on pass rates compared to sitting for NCLEX after two months of graduation?” which more likely points to qualitative evidence.
Since the goal is to describe what has been done, during this first phase you will not appraise the evidence. You will conduct a limited scoping exercise in order to refine a question that you will use to practice some of the steps of a systematic review in the next phase. You will need to use some trial and error to find key terms and controlled language and then use the most common relevant databases to uncover the breadth of literature.
Find specific assignment guidance in the link above.