Develpoing & Researching an EIPH PICOT Question
Please read the discussion board post and complete a full 1-page response. Also, please elaborate on the discussion and follow the grading rubric. I do not need a title page. I have attached the discussion board post and grading rubric as a file.
Loversidge and Zurmehly (2019) provided an overview of an evidence-informed health policy model for nursing in their recent publication on health policy (Loversidge & Zurmehly, 2019). In addition, they provide a comparison between evidence-based practice (EBP) and evidence-informed health policy models (EIHP). According to the authors, the EBP model is used to identify, critique, or synthesize evidence to define a clinical problem and lead to a logical response to that problem (Loversidge & Zurmehly, 2019). The EIHP model is similar but different in part due to the influence imposed by the policymaking environment. The EIHP model primarily involves citizens that are most directly affected by the policy. Whereas in EBP, patient preferences and clinical expertise is incorporated into the process.
When utilizing the EBP model, specific foreground questions are asked to provide the evidence needed to make sound clinical decisions. The result of these questions is the formation of a PICOT question. The acronym PICOT stands for patient population (P), intervention (I), comparison (C ), outcome (O), and time frame if indicated (T) (Loversidge & Zurmehly, 2019). Similarly, the EIHP process uses the PICOT approach. However, the meaning of the acronym is somewhat different. In the EIHP process, the P is the population of interest, I is intervention (policy change), C is comparison, O is the outcome, and T is the timeframe for achieving the outcome. In the EBP model, the PICOT uses a clinical question. Therefore, the PICOT asks a policy question in the EIHP model (Loversidge & Zurmehly, 2019).
The task for this discussion is to think of a policy issue in which you have an interest. Using the health policy PICOT question template, formulate a question for the topic. The policy issue chosen by this writer revolves around a current policy related to the issuance of temporary permits to graduate nurses. Temporary permits provide nursing graduates who have trained as Registered Nurses and graduated from an accredited nursing program to practice as a Registered Nurse for 90 days before taking the NCLEX (MSBN, 2021). As the area of interest infers a question about a policy modification or change, the appropriate template for the PICOT question would be that of an intervention-type template.
The purpose of this PICOT question will be to determine the value of allowing graduate nurses to work with temporary permits. The PICOT is as follows:
Population: Registered Nurse graduates in the state of Mississippi
Intervention: State law requiring a Temporary Permit to be issued to RN graduates by the Mississippi State Board of Nursing to practice as a Registered Nurse in Mississippi
Comparison: Current policy requiring Registered Nurse graduates to pass the NCLEX before practicing as a Registered Nurse
Outcome: Increasing access to Registered Nurses in Mississippi during the COVID-19 pandemic
Time: A retrospective analysis of the number of temporary permits issued from March 2020 to March 2021
PICOT Question: For Registered Nurse graduates in Mississippi, how does the issuance of the temporary permit by the Mississippi Board of Nursing to practice as a Registered Nurse compared with the current policy requiring Registered Nurse graduates to pass the NCLEX before practicing as a Registered Nurse affect the access to Registered Nurses in Mississippi during the COVID-19 pandemic?
According to Loversidge and Zurmehly (2019), it is essential to balance global and local evidence in policymaking when searching for and to collect the most relevant evidence (Loversidge & Zurmehly, 2019). The information for the search of evidence about this topic commenced with identifying keywords from the PICOT question. The keywords enabled this writer to streamline the literature review and search for the most pertinent evidence. Literature searches were done utilizing the following databases: EBSCO, CINAHL, ERIC, Proquest, and PubMed. Additionally, a summary review table was formulated, and the evidence was further defined by utilizing a literature review synthesis table. A critical appraisal of the evidence was then performed to determine which literature best supported the policy problem.
References
Loversidge, J., & Zurmehly, J. (2019). Evidence-informed health policy: using EBP to transform policy in nursing and healthcare. Indianapolis: Sigma Theta Tau International Honor Society of Nursing.
MSBN. (2021). Mississippi Nurse Practice Law. Retrieved from https://www.msbn.ms.gov
| Discussion Board Responses Rubric | |||||
| Criteria | Ratings | Pts | |||
| This criterion is linked to a Learning Outcome Number of Responses
Students are expected to respond to at least 2 of their peers. |
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30 pts | |||
| This criterion is linked to a Learning Outcome Substance of Responses |
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45 pts | |||
| This criterion is linked to a Learning Outcome Grammar, Punctuation & APA |
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25 pts | |||
| Total Points: 100 | |||||
Response to Discussion
Nurses have a role to play in shaping health policies. They can propose new policies and improve existing ones to ensure that they can effectively improve patient and population health. According to Loversidge and Zurmehly (2019), health policy models should be informed with evidence. The initial step towards proposing an evidence-informed health policy is to develop a research question. You have achieved this step by developing a research question in the PICOT format stating that “For Registered Nurse graduates in Mississippi, how does the issuance of the temporary permit by the Mississippi Board of Nursing to practice as a Registered Nurse compared with the current policy requiring Registered Nurse graduates to pass the NCLEX before practicing as a Registered Nurse affect the access to Registered Nurses in Mississippi?”
The COVID-19 pandemic has revealed the degree of nurse shortage across healthcare systems worldwide. Countries require a qualified and experienced workforce to provide care to patients during the pandemic. However, the rapid rise in the number of sick patients during the pandemic has caused a strain on the healthcare workforce, thereby worsening an already existing nurse shortage (Lin et al., 2021). It is during such a time that countries can make use of their graduate nurses to increase healthcare access to patients. States such as Mississippi that require nurse graduates to pass the NCLEX exam before they can be allowed to practice as registered nurses have suffered even more severe impacts of nurse shortage which has reduced healthcare access to populations. Therefore, there is a need to investigate how the issuance of the temporary permit by the Mississippi Board of Nursing to Nurse Graduates to allow them to practice as registered nurses will affect healthcare access during the COVID-19 pandemic when compared to requiring them to pass the NCLEX before practicing as a Registered Nurse.
References
Lin, Y., Hu, Z., Danaee, M., Alias, H., & Wong, L. P. (2021). The impact of the COVID-19 pandemic on future nursing career turnover intention among nursing students. Risk Management and Healthcare Policy, 14, 3605–3615. https://doi.org/10.2147/RMHP.S322764
Loversidge, J., & Zurmehly, J. (2019). Evidence-informed health policy: using EBP to transform policy in nursing and healthcare. Indianapolis: Sigma Theta Tau International Honor Society of Nursing.