research critiques and picot statement final draft 9
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…
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