If a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.
April 25, 2020What are some examples of these collaborative efforts being pursued by pharmaceutical companies?
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nnThe PICO (T) format is a way to develop a clinical question that lends itself to searching for evidence. Select a common nursing practice (e.g., wound care management) in your clinical setting and formulate a PICO question. Once you have formulated your question, conduct a library search and locate one scholarly article that addresses the topic you have selected. Post your clinical question in the TD, explain the PICO(T) elements, and provide a full reference of the article you selected.nn nnThe skills involved in formulating and analyzing clinical questions form the foundation for effectively accessing the evidence related to nursing practice in any setting. Being able to find the relevant evidence related to a clinical question is a second crucial skill in evidence-based practice. The PICO (T) format is a way to develop a clinical question that lends itself to searching for evidence. In this discussion question will focus on the following course outcome:nnCO # 4: Analyze data from relevant sources to inform the delivery of care will help guide the discussion.nnRemember to use all parts of the PICO(T) P = population, I = intervention, C = comparison, O = outcome. The last component, time, is not always used in the PICO format.nnYour classmates and I will give you feedback on the clinical question and PICO(T) terms. You can then use the clinical question and PICO for the assignment that is due in Week 5. Remember to include both the clinical question and each part of the PICO(T). Here is an example:nnClinical question: In newly diagnosed persons with type 2 diabetes, is individual dietary teaching more effective than group dietary teaching for HgA1C control?nnP = Newly diagnosed persons with type 2 diabetesnnI = Individual dietary teachingnnC = Group dietary teachingnnO = HgA1C controlnn
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