Nursing
Service: Essay Writing
Subject: – Nursing
These are the papers written to support the PICOT and the qualitative supporting the PICOT to give an idea how to do the following assignments. For the assignment #1, the critique paper should be written on a qualitative article and using the RCA evaluation table to fill in. Probably 2-3 pages.
For assignment #2, a theoretical framework should be written between 4-5 pages using mid-range theory to support the PICOT. I will provide the rubric and instructions for each assignment to meet the criteria.
Paper written by me regarding nursing problem to formulate PICOT with nursing article supporting it:
Diabetes continues to climb at an alarming rate affecting millions of people around the world. Diabetesmellitus is a serious disease that can increase the likelihood of morbidity and mortality. Diabetes not only affects adults but also in children and adolescents alike. According to the National Diabetes Information Clearing House (2010), approximately 15,000 youth in the United States are diagnosed with type I diabetes each year (Mlynarczyk, 2013). Another startling data stated by the American Diabetes Association goes on mentioning that about 1.25 million Americans have type I diabetes and an estimated 40,000 people will be newly diagnosed each year in the U.S. In type 1 diabetes, the body does not produce insulin and will require medication treatment to bring the blood sugar under control.
Everyday parents will learn the harsh reality of their child being diagnosed with Type I diabetes. Medical doctors, pediatricians, DOs, NPs and PAs will have to explain the importance of maintaining and management of blood sugar (glycemic control) to both the parents and their child to reduce complications that are associated with diabetes.
Management and adherence to the treatment is crucial for the adolescent to live a healthy life into adulthood living with Type I diabetes. Unfortunately, many adolescents do not follow their doctor’s advice due to poor self-esteem, anxiety, depression, poor ego and lack of family support to the adherence of medical treatment and dietary lifestyle. Mlynarczyk (2013) stresses in her nursing journal the importance of supportive family “contributes to better adherence and metabolic control” (p. 181). To be the competent family nurse practitioner as I should be, it is my belief and understanding to provide the right communication, resources, educational tools, and medication treatment to the parents to be both supportive and influence their child’s adherence to successfully manage theglycemic control. Here’s the PICOT question to support the ongoing issue with adolescents with poor control with Type I diabetes: In adolescents with Type I diabetes (P), how does parent’s influence (I) compared to no parent’s influence (C) affect glycemic control(HbA1c) (O) within 3 months (T)?
Certainly, hundred of thousands of adolescents will learn they’re diagnosed with Type 1 diabetes and parents must take an active role to be supportive to help their child’s adherence to the management of glycemic control to reduce complications. Future FNPs will learn a thing or two provided with the right tools to teach parents and the child to have a healthy lifestyle into adulthood. Hopefully the PICOT question will provide valuable information to successfully treat adolescents with Type I diabetes in any settings.
References
American Diabetes Association. (2017). Type 1 Diabetes. Retrieved from
http://www.diabetes.org/diabetes-basics/type-1/
Mlynarczyk, S. (2013). Adolescents’ perspectives of parental practices influence diabetic
adherence and quality of life. Pediatric Nursing, 39(4), 181-189.
Parental Influence on Diabetic Adherence.pdf (194.704 KB)
Paper written by another student in response to paper written above along with the article supporting it:
Raising healthy teenagers is an exasperating experience. When the diagnosis of type 1 diabetes is added, for some parents and adolescents, it can become overwhelming. The vast majority of parents want nothing less than the best for their children. When that child has a potentially life threatening disease it becomes nearly impossible for some to turn over management of the disease to the child. This leads to arguments over control, fear, and concern. The adolescent hears only that he is different, his parents want to control him, and more is discussed about the disease than him. This creates a vicious cycle of glycemic noncompliance and battle of wills for control of the situation.
Qualitative research design was utilized in a Danish study using guided self-determination (GSD) and life skills that encourages adolescents to discover treatment methods that correlate with what they value. This concept allows them to learn to care for themselves without being dictated to regarding their disease. This has opened the lines of communication between parents, health care providers, and adolescents with type 1 diabetes. Husted, Esbensen, Hommel, Thorsteinsson, & Zoffman (2014) wrote “GSD is a shared decision-making and mutual problem-solving method involving semi-structured reflection sheets (R-sheets) and advanced communication skills which lead to focused communication and situational reflection” (p. 2635).Each parent and child was required to complete the R-sheet prior to the health care visit. These R-sheets contain self-reflection, feelings, and thoughts on the disease and provide a way in which all parties can be heard without arguing. The teens often revealed they felt as though the health care providers were spitting out information to the parents. After using the R-sheets, they now feel the information relates to them and their concerns. The concept of person hood and personal growth came up time and again.
Husted et al. (2014) said in regards to their study …”an approach to developing life skills that were defined as: those personal, social, cognitive and physical skills that enable people to control and direct their lives and develop the capacity to live with and produce change in their environment” (p. 2635). Although a small study, this study seems to have reached its goals.
Reference
Husted, G. R., Esbensen, B. A., Hommel, E., Thorsteinsson, B., & Zoffman, V. (2014). Adolescents developing life skills for managing type 1 diabetes: a qualitative. realistic evaluation of a guided self-determination-youth intervention. Journal Of Advanced
Nursing, 70(11), 2634-2650. doi:10.1111/jan.12413
Omid, here is the article in a document file
adolescent diabetes Melanie Parker.pdf (243.496 KB)
This paper is regarding the nursing qualitative research written by me with article supporting it:
Type 1 diabetes mellitus (T1DM) is a health issue that is affecting millions of children and adolescents worldwide that can reduce their quality of life if not manage. Adolescents who are diagnosed with T1DM live a constant struggle facing pressure from their family, friends, and health care professionals such as doctors and nurses about taking control of their blood sugar level, otherwise they are at risk for complications. Rostami, Parsa-Yekta, Naiafi Ghezelieh and Vanaki (2014) stated adolescents “may experience many short- and long-term problems that can negatively affect their lifestyles, including recreational, social, occupational, and activities” (p. 84). If blood sugar level is not manage, these adolescents will face complications that may interfere with their daily lifestyle. The authors of the article provide some insightful information about the improving the quality of life for adolescents by stressing the importance of support from their families, schoolmates, and healthcare professionals to “adapt to the psychological, social, and physical burdens of the disease, achieve independence and to prevent complications” (Rostami et al., 2014, p. 84). To better understand the quality of life among adolescents with T1DM, qualitative research studies can provide important information and data to support the evidence-based practice (EBP) in regard to the PICOT question: In adolescents with Type I diabetes (P), how does a parent’s influence (I) compared to no parent’s influence (C) affect the glycemiccontrol (HbA1c) (O) within 3 months (T)?
The article shows the importance of support from others for the adolescents can make a big difference to take control of their life and have independence by managing their blood sugar level. In order to do so, the authors provided several psychological experiences made by adolescents, family members and friends stating how their life improved by providing support or receiving support whether they are emotional, financial, medical, or tangible. By understanding the experiences shared by the adolescents, families, friends and others will provide information on what kind of support works and what doesn’t to help the adolescent to succeed to improve their quality of life. Rostami et al. (2014) stated by “providing continuous family support and social support to adolescents with T1DM is important to help them reach and maintain a normal life” (p. 89). As the result of the study, the adolescents felt encouraged to take care of themselves and improve their quality of life. This should help the adolescents to care for themselves and have a normal life. This can be achieved by being actively involved with the adolescents with T1DM and provide support as a family nurse practitioner.
Clearly, the qualitative article provided the importance of support and the types of support to give to the adolescents and to those who can provide support to the adolescents to help them succeed managing their blood sugar and improving their quality of life. This will help provide better evidence to support the EBP using the qualitative research study.
Reference
Rostami, S., Parsa-Yekta, Z. Naiafi Ghezelieh, T., Vanaki, Z. (2014). Supporting adolescents with Type 1 diabetes mellitus:
A qualitative study. Nursing & Health Sciences, 16(1), 89-90. doi:10.1111/nhs.12070
Qualitative Study.pdf (261.748 KB)
Paper written by another student in support of my paper written just above with article supporting it:
RE: DB #4 – Qualitative Article Discussion
COLLAPSE
I found your PICOT question very interesting because many times as nurses we do not realize the amount of support some adolescents need with taking control of their own health.
I found a qualitative article that studies the use of an online resource system that parents of type 1 diabetes use to give each other support and how to give their growing adolescent support. “Social support is a significant determinant of health for both the parents and the child who has a chronic illness (Holtslander, Kornder, Letourneau, Turner, & Paterson, 2012, p. 2420).” Group interviews were completed with parents to determine the needs. The findings are suggested to health care professional to use and help guide their practice for support to parents and struggling adolescents with type 1 diabetes (Holtslander et al., 2012). This topic is very important to nursing because with this knowledge we can assist parents with their child’s care and provide these online resources.
I hope you enjoy this article and finding out more information on your PICOT question. Just to add to your PICOT I would like to say for your comparison if you wanted to keep it general than that is great, but another idea is maybe comparing one actual intervention on how parents can be a good influence on adolescents. Either way I think it is a great clinical question.
Reference
Holtslander, L., Kornder, N., Letourneau, N., Turner, H., & Paterson, B. (2012). Finding straight answers: identifying the needs of parents and service providers of adolescents with type 1 diabetes to aid in the creation of an online support intervention. Journal of Clinical Nursing,21(17-18), 2419-2428. doi:10.1111/j.1365-2702.2012.04182.x
ContentServer.asp.pdf (166.417 KB)
Assignment #1 Qualitative Critical Appraisal and Evidence Table for article
Rubric Detail
Show Descriptions Show Feedback
RCA (40%) will look at if the results are valid, what the results were, will the results help you in your practice and future practice, and posting a pdf of the article reviewed.–
Levels of Achievement:
Not done or not addressed 0 (0%) points
Novice 0 (0%) points
Competent 20 (20%) points
Proficient 40 (40%) points
Evaluation Table (60%) with points divided over the reference and the columns in the table.–
Levels of Achievement:
Not done or not addressed 0 (0%) points
Novice 0 (0%) points
Competent 30 (30%) points
Proficient 60 (60%) points
Raw Total: 0.00 (of 100.0)
Name:RCA of Qualitative Article and Evaluation Table
Description:The RCA will be 40% of the total grade with points distributed over the major sections of the form and will require including a pdf of your article. The Qualitative Evaluation Table will be 60% of the assignment with points spread over the reference and the individual columns of the form.
There will be some documents with examples attached to the email containing the table and article.
Qualitative Critical Appraisal
Qualitative Evaluation_table_template.docx
RCA_of_Qualitative_Evidence(1).doc (61.5 KB)
Samples:
Fitch Article.pdf (145.824 KB)
Qualitative Evaluation_table for Fitch article.docx (39.753 KB)
Assignment #2
This assignment is to be written using middle range theory to support the PICOT. I have provide several articles that discuss what is theoretical framework is as well as middle range theory. This will require nursing articles supporting the paper. I have provided the nursing template for this assignment.
Rubric Detail
Week 14- Essay- Theoretical/Conceptual Framework
Description: Each student will find a theoretical/conceptual framework (probably a mid-range theory) relevant to their nursing problem/issue. In the essay, students will discuss how the theory/conceptual framework would guide a study or resolution of the problem/issue. Include discussion of the metaparadigm concepts of nursing theory in relation to the problem/issue and the theory selected. Page minimum – 4 pages; maximum of 5 pages (excluding the Title Page and References Page). This assignment MUST be submitted through the SafeAssign Link from the Assignments Tab. Make sure to include your REVISED PICOT Question. This is a FORMAL PAPER, HOWEVER AN ABSTRACT IS NOT REQUIRED. Students may use the essay Template (Theor. Concep Formal Essay) located in APA Resources.
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1. Provide an overview of the selected Theory. Describe the Metaparadigm (Person, Health, Environment, and Nursing) concepts, if stated or infused. Must include citations in APA 6th ed. format throughout. References will include, but are not limited to Polit and Beck (2017), original journal articles and credible websites.–
Levels of Achievement:
Not done or not addressed. 0 (0%) – 0 (0%)
Novice 0 (0%) – 18.75 (18.75%)
Competent 19 (19%) – 22.25 (22.25%)
Proficient 22.5 (22.5%) – 25 (25%)
2. Theoretical/Conceptual Framework is linked to your nursing problem/issue. Must include citations in APA 6th ed. format. If appropriate, some of the references utilized in the above section may be cited again.–
Levels of Achievement:
Not done or not addressed. 0 (0%) – 0 (0%)
Novice 0 (0%) – 18.75 (18.75%)
Competent 19 (19%) – 22.25 (22.25%)
Proficient 22.5 (22.5%) – 25 (25%)
3. Clearly discuss how the selected theory will guide you in finding solutions to your problem/issue. Include your REVISED PICOT question. Locate a research article from a peer reviewed journal that utilized your chosen theory as the framework for the research. Discuss how the use of your selected theory in that research article relates to at least one aspect (P-I-C-O) of your revised PICOT question. Again, all citations must be in APA 6th ed. format.–
Levels of Achievement:
Not done or not addressed. 0 (0%) – 0 (0%)
Novice 0 (0%) – 18.75 (18.75%)
Competent 19 (19%) – 22.25 (22.25%)
Proficient 22.5 (22.5%) – 25 (25%)
4. Upload a pdf of the article used to address criterion #3 above.–
Levels of Achievement:
Not done or not addressed. 0 (0%) – 0 (0%)
Novice 0 (0%) – 7.5 (7.5%)
Competent 7.6 (7.6%) – 8.9 (8.9%)
Proficient 9 (9%) – 10 (10%)
5. Follow APA 6th ed. format throughout including citations. Also include APA 6th ed. format for Title Page, Introduction, Appropriate Headings, Conclusion, and References page. Required page numbers: 4 minimum/5 maximum.(Excluding the Title Page and References page).–
Levels of Achievement:
Not done or not addressed. 0 (0%) – 0 (0%)
Novice 0 (0%) – 7.5 (7.5%)
Competent 7.6 (7.6%) – 8.9 (8.9%)
Proficient 9 (9%) – 10 (10%)
6. Demonstrate excellence in grammar, syntax, logical flow of thoughts and scholarly writing.–
Levels of Achievement:
Not done or not addressed. 0 (0%) – 0 (0%)
Novice 0 (0%) – 3.75 (3.75%)
Competent 3.8 (3.8%) – 4.45 (4.45%)
Proficient 4.5 (4.5%) – 5 (5%)
Name:Week 14- Essay- Theoretical/Conceptual Framework
Description:Each student will find a theoretical/conceptual framework (probably a mid-range theory) relevant to their nursing problem/issue. In the essay, students will discuss how the theory/conceptual framework would guide a study or resolution of the problem/issue. Include discussion of the metaparadigm concepts of nursing theory in relation to the problem/issue and the theory selected. Page minimum – 4 pages; maximum of 5 pages (excluding the Title Page and References Page). This assignment MUST be submitted through the SafeAssign Link from the Assignments Tab. Make sure to include your REVISED PICOT Question. This is a FORMAL PAPER, HOWEVER AN ABSTRACT IS NOT REQUIRED. Students may use the essay Template (Theor. Concep Formal Essay) located in APA Resources.
MUST USE APA FORMATTING, IN-TEXT CITATION AND R
