Assignment Prompt & Instructions
NOTE THE DOCUMETS ATTACHED
DUE DATE 10/03/2026
**files (3)**
– ## PICOT2.pdf
– ## ExampleofanAnnotatedBibliography.docx
– YADIANARESEARCHA.W3.docx
**## PICOT2.pdf**
Florida National University
PICOT / Research Assignment
PICOT Question
In adult hospitalized patients receiving medications
(P), does implementation of an
optimized EHR-based medication clinical decision
support alert system (I), compared with
existing standard medication-related EHR alerts (C),
reduce medication errors (O) over a
12-week implementation period (T)?
CANT HAVE MORE THAN 10 % OF PLAGIO OR AI
TEXT
NEED TO STRICTLY FOLLOW REQUIREMENT ,
RUBRIC AND TEMPLATE OF EXAMPLE PROVIDED
PLEASE
PART 1 ATTACHED TO GUIDE AS WELL
PURPOSE
The purpose of this assignment is to be able to actively search for relevant research related to your
PICOT topic and present it in a formal annotated bibliography.
GENERAL DIRECTIONS
1. As you search the library for scholarly research, limit your search to identify empirical articles.
On finding an empirical study, assess the validity of the conclusion by determining if the
conclusion answers your proposed research question and if the methodology is appropriate.
1
Florida National University
2. Locate six articles directly related to your proposed PICOT question. Write an annotation for
each of the six articles that includes a concise summary in your own words and the correct APA
citation for each article.
3. Refer to the Annotated Bibliographies sample located in the assignment tab for additional
guidance on completing this assignment in the appropriate style.
ANNOTATED BIBLIOGRAPHY
1. Title Page
2. Introduction with the PICOT question
3. Annotated Bibliography 6 articles that support you’re your PICOT
a. Article reference in APA format
b. Summary of each article
i. Purpose
ii. Research question
iii. Methodology
iv. Results
v. Conclusion
DIRECTIONS AND GRADING CRITERIA: PICOT (WRITTEN/NARRATIVE)
Category Points Description
Introduction 10 The introduction must be clear and concise and be inclusive of a brief
summary of the intent of your paper. It must also provide a formal purpose
statement to set your paper up for your reader(s).
PICOT
Question
10 State the quantitative PICOT question in a clear and concise sentence.
References 20 Correct APA citation for each article.
Summary
(purpose)
10 Describe the purpose of the article in dimple words
Summary
(Research
question)
10 Describe the research question if applied
Summary
(Methodology)
10 Briefly describe the scientific method use in each article
2
Florida National University
GRADING RUBRIC: PICOT (WRITTEN/NARRATIVE) COMPONENT
Summary
(Results)
10 Summarize the results for each article
Summary
(conclusion)
10 Summarize the conclusion for each article
APA
formatting,
scholarly
writing
10 Follow APA formatting guidelines. Present a scholarly paper without
grammatical or sentence structure errors, spelling errors, etc.
Total 100 A quality paper will exceed all of the above requirements.
Assignment
Criteria
A
Outstanding or
highest level of
performance
B
Very good or high
level of
performance
C
Competent or
saMsfactory level
of performance
F
Poor or failing or
unsaMsfactory
level of
performance
Introduction
10 points
Introduction is clearly
conveyed and
summarizes the
primary intent of the
paper. A formal
purpose statement is
included.
9-10 points
Introduction is
conveyed and
outlines the primary
intent of the paper. A
formal purpose
statement is
included.
8 points
Introduction includes
the primary intent of
the paper. A formal
purpose statement is
included.
7 points
Introduction is
vague and/or not
included. The
primary intent of
the paper is not
conveyed. There is
no purpose
statement
included; purpose
of the paper is
unclear.
0-6 points
P I C O T
Question
10 points
Correctly and
concisely states a
quantitative PICOT
question in one-
sentence.
9-10 points
States a quantitative
PICOT question, but
fails to be concise.
8 points
States a quantitative
PICOT question, but
may have one or two
elements incorrect.
7 points
Fails to state a
quantitative PICOT
question and/or
may have three or
more elements
incorrect.
0–5 points
A r t i c l e
references
20 points
Provides the
reference for each
article in APA format
9-10 points
Provides the
reference for each
article in APA format
with 2 to three errors
in the format
8-6 points
Provides the
reference for each
article in APA format
with more than three
errors in the format
5 -3points
Provide the
reference but not
in APA format
0–3 points
3
Florida National University
S u m m a r y
(purpose)
Provides a detailed
description of the of
the purpose of each
article
8-10 points
Generally describes
the purpose of each
article
6-7 points
Identifies the
purpose of some
articles
4-5 points
Fails to identify the
purpose of the
articles
0–3 points
S u m m a r y
( R e s e a r c h
question)
Provides a detailed
description of the
research question of
the purpose of each
article
8-10 points
Generally, describes
the research
question of each
article
.
6-7 points
Identifies the
research question of
some articles
4-5 points
Fails to identify the
research question
of the articles
0–2 points
S u m m a r y
(Methodology
)
Provides a detailed
description of the
scientific method of
each article
9-10 points
Generally, describes
the scientific method
of each article
8 points
Identifies the
scientific method of
some articles
7 points
Fails to identify the
scientific method
of the articles
0–6 points
S u m m a r y
(Results)
Provides a detailed
description of the of
the results of each
article
8-10 points
Generally, describes
the results of each
article
6-7 points
Identifies the results
of some articles
4-5 points
Fails to identify the
results of the
articles
0–3 points
S u m m a r y
(conclusion)
.
Provides a detailed
description of the
conclusion of each
article
9-10 points
Generally, describes
the conclusion of
each article
8 points
Identifies the
conclusion of some
articles
7 points
Fails to identify the
conclusion of the
articles
0-6 points
A P A
f o r m a t t i n g ,
s c h o l a r l y
writing
10 points
Writes in a scholarly
manner with no
grammar, spelling, or
syntax errors. Follows
the rules of APA
formatting.
9-10 points
Writes in a scholarly
manner with minimal
grammar, spelling, or
syntax errors.
Follows the rules of
APA formatting.
8 points
Writes in a scholarly
manner with several
grammar, spelling, or
syntax errors. Breaks
minor rules of APA
formatting.
7 points
Does not write in a
scholarly manner.
Commits many
errors in grammar,
spelling, and
syntax. Does not
follow rules for APA
formatting.
0–6 points
Total Points Possible = 150 points
4
Florida National University
5
– Purpose
– General directions
– Annotated bibliography
– Directions and Grading Criteria: PICOT (written/narrative)
– Grading Rubric: PICOT (written/narrative) Component
**## ExampleofanAnnotatedBibliography.docx**
Running head: ANNOTATED BIBLIOGRAPHY 1
2
ANNOTATED BIBLIOGRAPHY
Annotated bibliography
Introduction
PICOT question:
Annotated Bibliography
1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11), 484-486. doi:http://dx.doi.org/10.3928/00220124-20151020-12
The purpose of this artic le is to motivate nurses’ staff to empower patient to improve their understanding of their diabetes management. The article emphasizes the importance of the knowledge and successful glycemic control in diabetic patients. Therefore, Authors promote the necessity of implement a pre-discharge patient education plan to identify and address the knowledge and skill needed for diabetic patients after discharge. The pre-discharge need assessment consist in several questions that the nurse can ask to patient such us: What medication do you take? Do you know how to administer correctly those medications? Are you in insulin? Do you how to how to drawing it up and injecting it? Do you know what A1C is? Etc. The experiment was done to 44 diabetes patients. The need assessment was used in the admission and in discharge day. Nurses used the data collected to select appropriate learning materials and used them to reinforce the patients’ knowledge. As a result, the diabetic education increased in from 36% to 63% in five months. The documentation of diabetes education also increased because nurses understood the importance of the education in diabetic patients.
2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3), 165-170. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=33863849&site=ehost-live
The aim of this article is the development of a bereavement needs assessment tool to assess the need for crisis intervention for people with learning disabilities after a family death. With the assessment tools, health professionals can make a comprehensive assessment at the bereavement time to discover the problem and a plan can be put it in action. The tool was developed with the recompilation of several collected experience over the years of supporting grieving people with learning disabilities. The assessment tool has ten questions with sub- questions. The main points of the assessment are the practical issues, social issues, and emotional issues. The assessment tool has been tried out in three community teams and their results are being used to redefine the tool. The author will incorporate findings from research results to the assessment tool to refine the bereavement assessment. The used of the bereavement assessment toll will promote discussion and reflection among health care providers about losses in people with learning disability.
3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607
The authors of this article recognized the need to assess and support the care givers that are providing end- of – life care to help them in their caring role. The purpose of this article is to collect care givers’ perception of key aspects of end of life care at home and to create a need assessment tool that can be used every day. A qualitative research method was done. Seventy five adult care givers for hospice patients we interviewed in the United Kingdom. They were divided in nine focus groups. Twenty two participants had private interviews no more than ten minutes in duration. All participants sing their informed consent before the experiment started. The assessment tool used evaluated 14 domains of support needs within physical, practical, social, financial, physiological, and spiritual needs that the care givers may have. The experimental study identified two brad groups of support that the care givers need. The first one was to enable them to care for their relatives and the second one to have more support for them. The Carer Support Needs Assessment Tool that was used in this research is an evidence based toll to measure the care givers support needs.
4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation In Higher Education, 35(5), 565-576.Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=53155623&site=ehost-live
The purpose of this article is to create a multi-faceted formative assessment that enabled student to be more engage in the assessment process. The assessment will better meet the students’ learning and assessment needs. The approaches in this article put the students in the center of the learning experience to improve students understanding the assessment. The multifaceted formative assessment had six initiatives: (1) The creation of subject specific reader that present more clearly the purpose of the assessment, (2) The assessment was refocused depend on the hours involved and not in the number of words that it has, (3) The amount of assignment was reduced, (4) The assessment had detailed guidance notes to help creating an effective self-study environment, (4) an assignment tutorial was created to facilitate discussion of the assignment to improve learning, and (6) an E-learning environment was introduced to enhance the assignment submissions and comments that will help in the assessment’s formative process. The results of the assessment were done by reading and analyzing the students’ feedback and perceptions of the assessment process. The results of this study indicate that the development of a module reader was useful for the students to be engaged with the subject being studied. It also shown that the assignment tutorial and guidance note helped them to be more engage with the assessment. Therefore, the author of this article recommends that other subjects use the readers, assignment –based tutorials and the guidance note to help the student with their learning process
5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International, doi:http://dx.doi.org/10.1155/2014/541614
The development of evidence based training protocol for electric powered wheelchair users such us disability persons has been a challenge because of a lack of standardized assessment toll. The purpose of this article is to develop the Power Mobility Screening Tool (PMST) and the Power Mobility Clinical Driving Assessment (PMCDA). The research method was a qualitative participatory research. The research was done an approved by the University of Pittsburgh’s Institutional. Twenty one participants were agreed to participate in the surveys and in the focus groups phases of the research. In the process, there were two surveys to create a list of items that will be including in the PMST and in the PMCDA. The participants rank, in the surveys, each of the screening tests in order of importance. After the survey was done, he participant were invited to participate in a focus group in which they discuss two sections the screen tool and the assessment tool. The results of this research realized tree standards that need to be fallow in the creation of the assessments. First, the goal of the PMCDA should toward improving mobility and independence of individual with disability rather than improve the access to the wheel chair. Second, the goal should be measurable so can identify progress with training. Third, the measurement should be able to recognized areas in which trainings should improve. Because this research was done with a small sample group, authors subject that further testing is needed to evaluate the effectivity of administrating these tools in clinical environment
6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied H.R.M.Research, 13(1), 24-36. Retrieved from http://search.proquest.com/docview/1448424808?accountid=458
This article describes specific strategies and factors that can be utilized to achieve the high quality customer services oriented in an organization. This article explains a detail a project that involves the development of a customer service oriented paper and pencil assessment. The purpose of this article was to share different approaches to be considered in order to achieve high quality services. The article included five practical challenges that the organizations can face in this project. Those challenges explain were (1) Cost effectiveness and administrative efficiency,(2) Get the attention to the stakeholders, (3)Diversity of the applicants, (4) Balance statistic and practical significance, and (5) Gather multiple forms of validity evidence. The authors created an assessment tools taking into consideration those five challenge. They created an assessment tool to measure employee performance for part time positions. The assessment tool has 27 items that can be done in ten minutes and it is ease to score by hand. The assessment tool was made by taking into consideration age and race diversity of the applicants. The assessment is ease to read with the fifth grade reading level. The authors highlight the necessity of doing more researchers to provide more evidence for using the different approaches used in the study to have better strategies in implementing an innovative and scientific assessment measures.
**YADIANARESEARCHA.W3.docx**
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**YADIANARESEARCHA.W3.docx**
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**## PICOT2.pdf**
Florida National University
PICOT / Research Assignment
PICOT Question
In adult hospitalized patients receiving medications
(P), does implementation of an
optimized EHR-based medication clinical decision
support alert system (I), compared with
existing standard medication-related EHR alerts (C),
reduce medication errors (O) over a
12-week implementation period (T)?
CANT HAVE MORE THAN 10 % OF PLAGIO OR AI
TEXT
NEED TO STRICTLY FOLLOW REQUIREMENT ,
RUBRIC AND TEMPLATE OF EXAMPLE PROVIDED
PLEASE
PART 1 ATTACHED TO GUIDE AS WELL
PURPOSE
The purpose of this assignment is to be able to actively search for relevant research related to your
PICOT topic and present it in a formal annotated bibliography.
GENERAL DIRECTIONS
1. As you search the library for scholarly research, limit your search to identify empirical articles.
On finding an empirical study, assess the validity of the conclusion by determining if the
conclusion answers your proposed research question and if the methodology is appropriate.
1
Florida National University
2. Locate six articles directly related to your proposed PICOT question. Write an annotation for
each of the six articles that includes a concise summary in your own words and the correct APA
citation for each article.
3. Refer to the Annotated Bibliographies sample located in the assignment tab for additional
guidance on completing this assignment in the appropriate style.
ANNOTATED BIBLIOGRAPHY
1. Title Page
2. Introduction with the PICOT question
3. Annotated Bibliography 6 articles that support you’re your PICOT
a. Article reference in APA format
b. Summary of each article
i. Purpose
ii. Research question
iii. Methodology
iv. Results
v. Conclusion
DIRECTIONS AND GRADING CRITERIA: PICOT (WRITTEN/NARRATIVE)
Category Points Description
Introduction 10 The introduction must be clear and concise and be inclusive of a brief
summary of the intent of your paper. It must also provide a formal purpose
statement to set your paper up for your reader(s).
PICOT
Question
10 State the quantitative PICOT question in a clear and concise sentence.
References 20 Correct APA citation for each article.
Summary
(purpose)
10 Describe the purpose of the article in dimple words
Summary
(Research
question)
10 Describe the research question if applied
Summary
(Methodology)
10 Briefly describe the scientific method use in each article
2
Florida National University
GRADING RUBRIC: PICOT (WRITTEN/NARRATIVE) COMPONENT
Summary
(Results)
10 Summarize the results for each article
Summary
(conclusion)
10 Summarize the conclusion for each article
APA
formatting,
scholarly
writing
10 Follow APA formatting guidelines. Present a scholarly paper without
grammatical or sentence structure errors, spelling errors, etc.
Total 100 A quality paper will exceed all of the above requirements.
Assignment
Criteria
A
Outstanding or
highest level of
performance
B
Very good or high
level of
performance
C
Competent or
saMsfactory level
of performance
F
Poor or failing or
unsaMsfactory
level of
performance
Introduction
10 points
Introduction is clearly
conveyed and
summarizes the
primary intent of the
paper. A formal
purpose statement is
included.
9-10 points
Introduction is
conveyed and
outlines the primary
intent of the paper. A
formal purpose
statement is
included.
8 points
Introduction includes
the primary intent of
the paper. A formal
purpose statement is
included.
7 points
Introduction is
vague and/or not
included. The
primary intent of
the paper is not
conveyed. There is
no purpose
statement
included; purpose
of the paper is
unclear.
0-6 points
P I C O T
Question
10 points
Correctly and
concisely states a
quantitative PICOT
question in one-
sentence.
9-10 points
States a quantitative
PICOT question, but
fails to be concise.
8 points
States a quantitative
PICOT question, but
may have one or two
elements incorrect.
7 points
Fails to state a
quantitative PICOT
question and/or
may have three or
more elements
incorrect.
0–5 points
A r t i c l e
references
20 points
Provides the
reference for each
article in APA format
9-10 points
Provides the
reference for each
article in APA format
with 2 to three errors
in the format
8-6 points
Provides the
reference for each
article in APA format
with more than three
errors in the format
5 -3points
Provide the
reference but not
in APA format
0–3 points
3
Florida National University
S u m m a r y
(purpose)
Provides a detailed
description of the of
the purpose of each
article
8-10 points
Generally describes
the purpose of each
article
6-7 points
Identifies the
purpose of some
articles
4-5 points
Fails to identify the
purpose of the
articles
0–3 points
S u m m a r y
( R e s e a r c h
question)
Provides a detailed
description of the
research question of
the purpose of each
article
8-10 points
Generally, describes
the research
question of each
article
.
6-7 points
Identifies the
research question of
some articles
4-5 points
Fails to identify the
research question
of the articles
0–2 points
S u m m a r y
(Methodology
)
Provides a detailed
description of the
scientific method of
each article
9-10 points
Generally, describes
the scientific method
of each article
8 points
Identifies the
scientific method of
some articles
7 points
Fails to identify the
scientific method
of the articles
0–6 points
S u m m a r y
(Results)
Provides a detailed
description of the of
the results of each
article
8-10 points
Generally, describes
the results of each
article
6-7 points
Identifies the results
of some articles
4-5 points
Fails to identify the
results of the
articles
0–3 points
S u m m a r y
(conclusion)
.
Provides a detailed
description of the
conclusion of each
article
9-10 points
Generally, describes
the conclusion of
each article
8 points
Identifies the
conclusion of some
articles
7 points
Fails to identify the
conclusion of the
articles
0-6 points
A P A
f o r m a t t i n g ,
s c h o l a r l y
writing
10 points
Writes in a scholarly
manner with no
grammar, spelling, or
syntax errors. Follows
the rules of APA
formatting.
9-10 points
Writes in a scholarly
manner with minimal
grammar, spelling, or
syntax errors.
Follows the rules of
APA formatting.
8 points
Writes in a scholarly
manner with several
grammar, spelling, or
syntax errors. Breaks
minor rules of APA
formatting.
7 points
Does not write in a
scholarly manner.
Commits many
errors in grammar,
spelling, and
syntax. Does not
follow rules for APA
formatting.
0–6 points
Total Points Possible = 150 points
4
Florida National University
5
– Purpose
– General directions
– Annotated bibliography
– Directions and Grading Criteria: PICOT (written/narrative)
– Grading Rubric: PICOT (written/narrative) Component
**## ExampleofanAnnotatedBibliography.docx**
Running head: ANNOTATED BIBLIOGRAPHY 1
2
ANNOTATED BIBLIOGRAPHY
Annotated bibliography
Introduction
PICOT question:
Annotated Bibliography
1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11), 484-486. doi:http://dx.doi.org/10.3928/00220124-20151020-12
The purpose of this artic le is to motivate nurses’ staff to empower patient to improve their understanding of their diabetes management. The article emphasizes the importance of the knowledge and successful glycemic control in diabetic patients. Therefore, Authors promote the necessity of implement a pre-discharge patient education plan to identify and address the knowledge and skill needed for diabetic patients after discharge. The pre-discharge need assessment consist in several questions that the nurse can ask to patient such us: What medication do you take? Do you know how to administer correctly those medications? Are you in insulin? Do you how to how to drawing it up and injecting it? Do you know what A1C is? Etc. The experiment was done to 44 diabetes patients. The need assessment was used in the admission and in discharge day. Nurses used the data collected to select appropriate learning materials and used them to reinforce the patients’ knowledge. As a result, the diabetic education increased in from 36% to 63% in five months. The documentation of diabetes education also increased because nurses understood the importance of the education in diabetic patients.
2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3), 165-170. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=33863849&site=ehost-live
The aim of this article is the development of a bereavement needs assessment tool to assess the need for crisis intervention for people with learning disabilities after a family death. With the assessment tools, health professionals can make a comprehensive assessment at the bereavement time to discover the problem and a plan can be put it in action. The tool was developed with the recompilation of several collected experience over the years of supporting grieving people with learning disabilities. The assessment tool has ten questions with sub- questions. The main points of the assessment are the practical issues, social issues, and emotional issues. The assessment tool has been tried out in three community teams and their results are being used to redefine the tool. The author will incorporate findings from research results to the assessment tool to refine the bereavement assessment. The used of the bereavement assessment toll will promote discussion and reflection among health care providers about losses in people with learning disability.
3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607
The authors of this article recognized the need to assess and support the care givers that are providing end- of – life care to help them in their caring role. The purpose of this article is to collect care givers’ perception of key aspects of end of life care at home and to create a need assessment tool that can be used every day. A qualitative research method was done. Seventy five adult care givers for hospice patients we interviewed in the United Kingdom. They were divided in nine focus groups. Twenty two participants had private interviews no more than ten minutes in duration. All participants sing their informed consent before the experiment started. The assessment tool used evaluated 14 domains of support needs within physical, practical, social, financial, physiological, and spiritual needs that the care givers may have. The experimental study identified two brad groups of support that the care givers need. The first one was to enable them to care for their relatives and the second one to have more support for them. The Carer Support Needs Assessment Tool that was used in this research is an evidence based toll to measure the care givers support needs.
4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation In Higher Education, 35(5), 565-576.Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=53155623&site=ehost-live
The purpose of this article is to create a multi-faceted formative assessment that enabled student to be more engage in the assessment process. The assessment will better meet the students’ learning and assessment needs. The approaches in this article put the students in the center of the learning experience to improve students understanding the assessment. The multifaceted formative assessment had six initiatives: (1) The creation of subject specific reader that present more clearly the purpose of the assessment, (2) The assessment was refocused depend on the hours involved and not in the number of words that it has, (3) The amount of assignment was reduced, (4) The assessment had detailed guidance notes to help creating an effective self-study environment, (4) an assignment tutorial was created to facilitate discussion of the assignment to improve learning, and (6) an E-learning environment was introduced to enhance the assignment submissions and comments that will help in the assessment’s formative process. The results of the assessment were done by reading and analyzing the students’ feedback and perceptions of the assessment process. The results of this study indicate that the development of a module reader was useful for the students to be engaged with the subject being studied. It also shown that the assignment tutorial and guidance note helped them to be more engage with the assessment. Therefore, the author of this article recommends that other subjects use the readers, assignment –based tutorials and the guidance note to help the student with their learning process
5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International, doi:http://dx.doi.org/10.1155/2014/541614
The development of evidence based training protocol for electric powered wheelchair users such us disability persons has been a challenge because of a lack of standardized assessment toll. The purpose of this article is to develop the Power Mobility Screening Tool (PMST) and the Power Mobility Clinical Driving Assessment (PMCDA). The research method was a qualitative participatory research. The research was done an approved by the University of Pittsburgh’s Institutional. Twenty one participants were agreed to participate in the surveys and in the focus groups phases of the research. In the process, there were two surveys to create a list of items that will be including in the PMST and in the PMCDA. The participants rank, in the surveys, each of the screening tests in order of importance. After the survey was done, he participant were invited to participate in a focus group in which they discuss two sections the screen tool and the assessment tool. The results of this research realized tree standards that need to be fallow in the creation of the assessments. First, the goal of the PMCDA should toward improving mobility and independence of individual with disability rather than improve the access to the wheel chair. Second, the goal should be measurable so can identify progress with training. Third, the measurement should be able to recognized areas in which trainings should improve. Because this research was done with a small sample group, authors subject that further testing is needed to evaluate the effectivity of administrating these tools in clinical environment
6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied H.R.M.Research, 13(1), 24-36. Retrieved from http://search.proquest.com/docview/1448424808?accountid=458
This article describes specific strategies and factors that can be utilized to achieve the high quality customer services oriented in an organization. This article explains a detail a project that involves the development of a customer service oriented paper and pencil assessment. The purpose of this article was to share different approaches to be considered in order to achieve high quality services. The article included five practical challenges that the organizations can face in this project. Those challenges explain were (1) Cost effectiveness and administrative efficiency,(2) Get the attention to the stakeholders, (3)Diversity of the applicants, (4) Balance statistic and practical significance, and (5) Gather multiple forms of validity evidence. The authors created an assessment tools taking into consideration those five challenge. They created an assessment tool to measure employee performance for part time positions. The assessment tool has 27 items that can be done in ten minutes and it is ease to score by hand. The assessment tool was made by taking into consideration age and race diversity of the applicants. The assessment is ease to read with the fifth grade reading level. The authors highlight the necessity of doing more researchers to provide more evidence for using the different approaches used in the study to have better strategies in implementing an innovative and scientific assessment measures.
**YADIANARESEARCHA.W3.docx**
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**## PICOT2.pdf**
Florida National University
PICOT / Research Assignment
PICOT Question
In adult hospitalized patients receiving medications
(P), does implementation of an
optimized EHR-based medication clinical decision
support alert system (I), compared with
existing standard medication-related EHR alerts (C),
reduce medication errors (O) over a
12-week implementation period (T)?
CANT HAVE MORE THAN 10 % OF PLAGIO OR AI
TEXT
NEED TO STRICTLY FOLLOW REQUIREMENT ,
RUBRIC AND TEMPLATE OF EXAMPLE PROVIDED
PLEASE
PART 1 ATTACHED TO GUIDE AS WELL
PURPOSE
The purpose of this assignment is to be able to actively search for relevant research related to your
PICOT topic and present it in a formal annotated bibliography.
GENERAL DIRECTIONS
1. As you search the library for scholarly research, limit your search to identify empirical articles.
On finding an empirical study, assess the validity of the conclusion by determining if the
conclusion answers your proposed research question and if the methodology is appropriate.
1
Florida National University
2. Locate six articles directly related to your proposed PICOT question. Write an annotation for
each of the six articles that includes a concise summary in your own words and the correct APA
citation for each article.
3. Refer to the Annotated Bibliographies sample located in the assignment tab for additional
guidance on completing this assignment in the appropriate style.
ANNOTATED BIBLIOGRAPHY
1. Title Page
2. Introduction with the PICOT question
3. Annotated Bibliography 6 articles that support you’re your PICOT
a. Article reference in APA format
b. Summary of each article
i. Purpose
ii. Research question
iii. Methodology
iv. Results
v. Conclusion
DIRECTIONS AND GRADING CRITERIA: PICOT (WRITTEN/NARRATIVE)
Category Points Description
Introduction 10 The introduction must be clear and concise and be inclusive of a brief
summary of the intent of your paper. It must also provide a formal purpose
statement to set your paper up for your reader(s).
PICOT
Question
10 State the quantitative PICOT question in a clear and concise sentence.
References 20 Correct APA citation for each article.
Summary
(purpose)
10 Describe the purpose of the article in dimple words
Summary
(Research
question)
10 Describe the research question if applied
Summary
(Methodology)
10 Briefly describe the scientific method use in each article
2
Florida National University
GRADING RUBRIC: PICOT (WRITTEN/NARRATIVE) COMPONENT
Summary
(Results)
10 Summarize the results for each article
Summary
(conclusion)
10 Summarize the conclusion for each article
APA
formatting,
scholarly
writing
10 Follow APA formatting guidelines. Present a scholarly paper without
grammatical or sentence structure errors, spelling errors, etc.
Total 100 A quality paper will exceed all of the above requirements.
Assignment
Criteria
A
Outstanding or
highest level of
performance
B
Very good or high
level of
performance
C
Competent or
saMsfactory level
of performance
F
Poor or failing or
unsaMsfactory
level of
performance
Introduction
10 points
Introduction is clearly
conveyed and
summarizes the
primary intent of the
paper. A formal
purpose statement is
included.
9-10 points
Introduction is
conveyed and
outlines the primary
intent of the paper. A
formal purpose
statement is
included.
8 points
Introduction includes
the primary intent of
the paper. A formal
purpose statement is
included.
7 points
Introduction is
vague and/or not
included. The
primary intent of
the paper is not
conveyed. There is
no purpose
statement
included; purpose
of the paper is
unclear.
0-6 points
P I C O T
Question
10 points
Correctly and
concisely states a
quantitative PICOT
question in one-
sentence.
9-10 points
States a quantitative
PICOT question, but
fails to be concise.
8 points
States a quantitative
PICOT question, but
may have one or two
elements incorrect.
7 points
Fails to state a
quantitative PICOT
question and/or
may have three or
more elements
incorrect.
0–5 points
A r t i c l e
references
20 points
Provides the
reference for each
article in APA format
9-10 points
Provides the
reference for each
article in APA format
with 2 to three errors
in the format
8-6 points
Provides the
reference for each
article in APA format
with more than three
errors in the format
5 -3points
Provide the
reference but not
in APA format
0–3 points
3
Florida National University
S u m m a r y
(purpose)
Provides a detailed
description of the of
the purpose of each
article
8-10 points
Generally describes
the purpose of each
article
6-7 points
Identifies the
purpose of some
articles
4-5 points
Fails to identify the
purpose of the
articles
0–3 points
S u m m a r y
( R e s e a r c h
question)
Provides a detailed
description of the
research question of
the purpose of each
article
8-10 points
Generally, describes
the research
question of each
article
.
6-7 points
Identifies the
research question of
some articles
4-5 points
Fails to identify the
research question
of the articles
0–2 points
S u m m a r y
(Methodology
)
Provides a detailed
description of the
scientific method of
each article
9-10 points
Generally, describes
the scientific method
of each article
8 points
Identifies the
scientific method of
some articles
7 points
Fails to identify the
scientific method
of the articles
0–6 points
S u m m a r y
(Results)
Provides a detailed
description of the of
the results of each
article
8-10 points
Generally, describes
the results of each
article
6-7 points
Identifies the results
of some articles
4-5 points
Fails to identify the
results of the
articles
0–3 points
S u m m a r y
(conclusion)
.
Provides a detailed
description of the
conclusion of each
article
9-10 points
Generally, describes
the conclusion of
each article
8 points
Identifies the
conclusion of some
articles
7 points
Fails to identify the
conclusion of the
articles
0-6 points
A P A
f o r m a t t i n g ,
s c h o l a r l y
writing
10 points
Writes in a scholarly
manner with no
grammar, spelling, or
syntax errors. Follows
the rules of APA
formatting.
9-10 points
Writes in a scholarly
manner with minimal
grammar, spelling, or
syntax errors.
Follows the rules of
APA formatting.
8 points
Writes in a scholarly
manner with several
grammar, spelling, or
syntax errors. Breaks
minor rules of APA
formatting.
7 points
Does not write in a
scholarly manner.
Commits many
errors in grammar,
spelling, and
syntax. Does not
follow rules for APA
formatting.
0–6 points
Total Points Possible = 150 points
4
Florida National University
5
– Purpose
– General directions
– Annotated bibliography
– Directions and Grading Criteria: PICOT (written/narrative)
– Grading Rubric: PICOT (written/narrative) Component
**## ExampleofanAnnotatedBibliography.docx**
Running head: ANNOTATED BIBLIOGRAPHY 1
2
ANNOTATED BIBLIOGRAPHY
Annotated bibliography
Introduction
PICOT question:
Annotated Bibliography
1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11), 484-486. doi:http://dx.doi.org/10.3928/00220124-20151020-12
The purpose of this artic le is to motivate nurses’ staff to empower patient to improve their understanding of their diabetes management. The article emphasizes the importance of the knowledge and successful glycemic control in diabetic patients. Therefore, Authors promote the necessity of implement a pre-discharge patient education plan to identify and address the knowledge and skill needed for diabetic patients after discharge. The pre-discharge need assessment consist in several questions that the nurse can ask to patient such us: What medication do you take? Do you know how to administer correctly those medications? Are you in insulin? Do you how to how to drawing it up and injecting it? Do you know what A1C is? Etc. The experiment was done to 44 diabetes patients. The need assessment was used in the admission and in discharge day. Nurses used the data collected to select appropriate learning materials and used them to reinforce the patients’ knowledge. As a result, the diabetic education increased in from 36% to 63% in five months. The documentation of diabetes education also increased because nurses understood the importance of the education in diabetic patients.
2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3), 165-170. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=33863849&site=ehost-live
The aim of this article is the development of a bereavement needs assessment tool to assess the need for crisis intervention for people with learning disabilities after a family death. With the assessment tools, health professionals can make a comprehensive assessment at the bereavement time to discover the problem and a plan can be put it in action. The tool was developed with the recompilation of several collected experience over the years of supporting grieving people with learning disabilities. The assessment tool has ten questions with sub- questions. The main points of the assessment are the practical issues, social issues, and emotional issues. The assessment tool has been tried out in three community teams and their results are being used to redefine the tool. The author will incorporate findings from research results to the assessment tool to refine the bereavement assessment. The used of the bereavement assessment toll will promote discussion and reflection among health care providers about losses in people with learning disability.
3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607
The authors of this article recognized the need to assess and support the care givers that are providing end- of – life care to help them in their caring role. The purpose of this article is to collect care givers’ perception of key aspects of end of life care at home and to create a need assessment tool that can be used every day. A qualitative research method was done. Seventy five adult care givers for hospice patients we interviewed in the United Kingdom. They were divided in nine focus groups. Twenty two participants had private interviews no more than ten minutes in duration. All participants sing their informed consent before the experiment started. The assessment tool used evaluated 14 domains of support needs within physical, practical, social, financial, physiological, and spiritual needs that the care givers may have. The experimental study identified two brad groups of support that the care givers need. The first one was to enable them to care for their relatives and the second one to have more support for them. The Carer Support Needs Assessment Tool that was used in this research is an evidence based toll to measure the care givers support needs.
4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation In Higher Education, 35(5), 565-576.Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=53155623&site=ehost-live
The purpose of this article is to create a multi-faceted formative assessment that enabled student to be more engage in the assessment process. The assessment will better meet the students’ learning and assessment needs. The approaches in this article put the students in the center of the learning experience to improve students understanding the assessment. The multifaceted formative assessment had six initiatives: (1) The creation of subject specific reader that present more clearly the purpose of the assessment, (2) The assessment was refocused depend on the hours involved and not in the number of words that it has, (3) The amount of assignment was reduced, (4) The assessment had detailed guidance notes to help creating an effective self-study environment, (4) an assignment tutorial was created to facilitate discussion of the assignment to improve learning, and (6) an E-learning environment was introduced to enhance the assignment submissions and comments that will help in the assessment’s formative process. The results of the assessment were done by reading and analyzing the students’ feedback and perceptions of the assessment process. The results of this study indicate that the development of a module reader was useful for the students to be engaged with the subject being studied. It also shown that the assignment tutorial and guidance note helped them to be more engage with the assessment. Therefore, the author of this article recommends that other subjects use the readers, assignment –based tutorials and the guidance note to help the student with their learning process
5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International, doi:http://dx.doi.org/10.1155/2014/541614
The development of evidence based training protocol for electric powered wheelchair users such us disability persons has been a challenge because of a lack of standardized assessment toll. The purpose of this article is to develop the Power Mobility Screening Tool (PMST) and the Power Mobility Clinical Driving Assessment (PMCDA). The research method was a qualitative participatory research. The research was done an approved by the University of Pittsburgh’s Institutional. Twenty one participants were agreed to participate in the surveys and in the focus groups phases of the research. In the process, there were two surveys to create a list of items that will be including in the PMST and in the PMCDA. The participants rank, in the surveys, each of the screening tests in order of importance. After the survey was done, he participant were invited to participate in a focus group in which they discuss two sections the screen tool and the assessment tool. The results of this research realized tree standards that need to be fallow in the creation of the assessments. First, the goal of the PMCDA should toward improving mobility and independence of individual with disability rather than improve the access to the wheel chair. Second, the goal should be measurable so can identify progress with training. Third, the measurement should be able to recognized areas in which trainings should improve. Because this research was done with a small sample group, authors subject that further testing is needed to evaluate the effectivity of administrating these tools in clinical environment
6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied H.R.M.Research, 13(1), 24-36. Retrieved from http://search.proquest.com/docview/1448424808?accountid=458
This article describes specific strategies and factors that can be utilized to achieve the high quality customer services oriented in an organization. This article explains a detail a project that involves the development of a customer service oriented paper and pencil assessment. The purpose of this article was to share different approaches to be considered in order to achieve high quality services. The article included five practical challenges that the organizations can face in this project. Those challenges explain were (1) Cost effectiveness and administrative efficiency,(2) Get the attention to the stakeholders, (3)Diversity of the applicants, (4) Balance statistic and practical significance, and (5) Gather multiple forms of validity evidence. The authors created an assessment tools taking into consideration those five challenge. They created an assessment tool to measure employee performance for part time positions. The assessment tool has 27 items that can be done in ten minutes and it is ease to score by hand. The assessment tool was made by taking into consideration age and race diversity of the applicants. The assessment is ease to read with the fifth grade reading level. The authors highlight the necessity of doing more researchers to provide more evidence for using the different approaches used in the study to have better strategies in implementing an innovative and scientific assessment measures.
**YADIANARESEARCHA.W3.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/yadianaresearcha-w3-docx)