PICOT (T) Questions and an Evidence-Based Approach

PICOT (T) Questions and an Evidence-Based Approach

Introduction

The PICOT format guide provides insights on methods to initiate research for evidence-based practice. This format that disintegrates the questions into smaller sections to imperatively uncover them. In particular, PICOT embodies the populations of people affected (P), the proposed interventions to address the issue (I), comparing other alternatives for offering care (C), outcomes of the researched results (O) as well as the time required to deliver the appropriate care practice (T). In a bid to describe and explore the answer to my question, I will uncover the evidence-based practice sources in the relevant web-based journals and articles to explain my results.

PICOT Approach for Medication Errors

Typically, the particular care problem that will be examined in this article is classifying the interdisciplinary collective means to minimize medication errors in the health care context to increase patient safety. The specific question that guides the research includes: In consideration of patients in acute units with dynamic medication needs, what methods are imperative in reinforcing the five rights and communication practices contrasted with increasing computer knowledge, lead to a decrease in mediation error events over the subsequent fiscal year.

The above question can be broken down into PICOT to address the issue of medication errors. For (P), the affected population has been identified in the question. Before answering the (I), we investigated medication errors to assess the root causes of the problem. In the item, the medication error events are regarded as the variable. This course provides the scrutiny of evidence-based practice relevant. In (C), numerous methods are evaluated to address the issue; this step necessitates one controlled team to be asses about the five rights and communication skills advancement while another group to be assessed on the potentiality of learning computer literacy. Investigation of the aspects mentioned above helps to ascertain the ideal evidence-based practice and the effectiveness of its usability. (O) The outcome is evaluated on the next step, which adopts the usability of the study results in clinical practice. The core objective of this step is to ascertain which method is profound in minimizing medication error events. An annual evaluation is necessary to achieve effectiveness, and revision may also be needed in the process.

Sources of Evidence

The significant sources of evidence will entail integrating randomized controlled approaches in a clinical setting, reported medication error events, medical charts audits, and nursing staff’s proficiency testing or assessment. Besides, the scholarly sources of evidence in measured conditions are core since they determine activities to be done that may enhance errors based on the controlled observation approach of evidence-based practice. On the other hand, the medical chart audits are investigated information of evidence or errors that influenced the medication error actions. Incident reports are core to adopt the learning tools in averting projected events from taking the course. Also, evaluating the nurses’ competency and proficiency is imperative to counter the evidence-based obstacles that can or may result in medication error events. The indication of findings that demonstrate the practical outcomes of simulations and educational approaches that helped decrease medication errors is the expected result. It is worth noting that the proper and ideal resources for reasonable assistance in attending to the PICOT (T) will be derived from the scholarly journals and peer-reviewed articles that are extensively assessed information of simulations approaches, interviews, controlled studies, and contextual analysis of the related events.

Analysis of the Findings

The two articles pertinent to responding to the PICOT questions were understanding factors leading to the diagnostic errors perioperative. Such items adopt the PICOT style of nearly 1 million medication error events each year and are 100% avoidable. Medication errors have been identified as the third leading cause of deaths in the U.S., apart from identifying the question in acute care; the literal systemic review still has absolute relevance. The study sparks the attention of the kinds and causes of the diagnostic errors, among other environmental dynamics that lead to medication errors. Human factors that contribute to medication errors are also put into account. The review outlines recommendations to minimize medication errors. It is essential since the causes are similar in acute care settings allowing the outcomes to address the PICOT questions. The guided systemic review described the models and evidence-based methods pertinent to the research question. The pretesting the health care professionals utilized in the systemic study ascertained their competency before presenting the simulated medication situation. The Creighton Competency Evaluation Instrument to evaluate knowledge foundation before the actual posttest after two weeks. The documented findings can be adapted to enhance a collaborative approach effort to minimize diagnostic errors.

On the other hand, the systemic review findings ascertained that teaching with hands-on simulated practice escalated competency in line with medication error prevention. Another second article provided the importance of interference and distractions linked to medication errors. The article described the use of evidence-based data they executed a piloted a course to change the protocols where medication administration was conducted to lessen distractions, which eventually minimize the errors. The article embodies the Deming cycle described as a Plan-Do-Study-Act cycle, a quality advancement scheme that assists in argument professional practice with incessant revision.  In the America Association of Critical Care Nurses article, profound strategies to minimize healthcare systems’ distractions are outlined. It necessitated the formulation of plans concerning the methods reconciled, enhanced, and observed the strategic plan in motion and deliberating on the results. The article addressed typical conditions in the clinical settings of constant interruptions, multitasking as well as distractions. Maintaining patient safety calls for strategies that avert the occurrences of interruptions.

The article handled the evidence-based practice stratagems used to gather data required to address the PICOT question and deliberate on the health outcomes. Medication errors are heightened during emergencies and stress. This is the time when overwhelming is needed to enhance patient-centered care results.  The two questions that were addressed include 1. Does executing a new strategic plan for minimizing errors in medication management? Does the implemented plan limit distractions during medication administration—execution of similar strategies and guidelines hourly patient rounds and eliminating interruptions quiet zones. The articles’ pilot review results demonstrated a transformation in practice adopting evidence-based practice strategies that not only minimized medication errors and distractions.

Conclusion

In summation, the articles identified enhanced methods that strategically offer evidence-based practice in reducing medication errors. The articles were relevant in the topic under investigation of reducing medication errors and maintaining high patient safety. They also had similar techniques for addressing the PICOT question. The evidence-based approaches discussed in the scholarly articles provided essential ideas and strategies for minimizing medication error events, deaths and promoting patient safety.