FINDING THE EVIDENCE AND REVIEWING THE LITERATURE

The purpose of assignments Part 1 – Part 3 is to gradually guide the student in developing the signature assignment. The idea is for the student to take a stepwise approach to completing the signature assignment. The signature assignment will be broken up into three steps: STEP 1 – Introduction and Overview of the Problem; STEP 2 Project Purpose Statement, Background & Significance and PICOt Formatted Clinical Project Question; and STEP 3 Literature Review and Critical Appraisal of the Literature. The three steps, when completed, will be combined in the final Signature Assignment formal paper in Week 8.

This weeks assignment is STEP 1 Introduction and Problem Statement.

First, the student will select a clinical question from the or seek approval for a question from the course professor only for Nurse Educator and Health Care Leadership MSN majors who wish to tailor their research question to their specialized major. The student will select an approved topic from the list (or with faculty approval as previously stated) and will customize the question to meet his or her interest.

Next, the student will use the outline below and submit via a Word doc to the assignment link.

Provide a title that conveys or describes the assignment.
Introduction Provide an introduction to your topic or project. The introduction gives the reader an accurate, concrete understanding what the project will cover and what can be gained from implementation of this project.
Overview of the Problem Provide a synopsis of the problem and some indication of why the problem is worth exploring or what contribution the proposed project is apt to make to practice.
Conclusion/Evaluation
References Cite references using APA 7th ed. Manual.

Expectations

Due: Monday, 11:59 pm PT
Format: Completed Word doc with references in APA 7th ed. format
File name: Save the file with Student First Name_Last Name_Part 1

this was my discussion post for the picot question

Hello Professor and classmates!

Through my work in home health and hospice, I have cared for many individuals living with diabetes who struggle to maintain stable blood glucose levels once they transition out of structured care. After discharge, some patients feel overwhelmed managing medications, diet, monitoring, and follow-up appointments on their own. As a result, they often experience complications that lead to readmissions or the need for additional medical support. Observing this pattern has sparked my interest in exploring the challenges that prevent patients from consistently following their diabetes care plans. By identifying these barriers, we may be able to design better educational and support strategies that improve long-term outcomes and reduce preventable returns to care.

Diabetes continues to be a significant global health concern, affecting hundreds of millions of people worldwide (Klsch et al., 2020). Despite improvements in treatment options and monitoring technology, successful self-management remains difficult for many patients. Research shows that adherence can be influenced by several factors, including a patients understanding of the disease, access to healthcare resources, financial limitations, coexisting conditions, and the level of encouragement or assistance they receive from healthcare providers and family members (Nam et al., 2011). These interconnected influences highlight the importance of addressing not just the medical aspects of diabetes, but also the educational and social components that shape daily disease management.

To guide this inquiry, I will use the PICOT framework to develop a focused clinical question:

P (Population): Adults diagnosed with Type 1 or Type 2 diabetes.
I (Intervention): Structured education on diabetes self-management during the care period.
C (Comparison): Patients baseline understanding of diabetes management at the start of care.
O (Outcome): Improvement in patient knowledge and confidence in managing their condition independently.
T (Time): Throughout the duration of home health or hospice services.

This framework will help evaluate whether targeted education delivered during care can strengthen patients ability to manage diabetes safely after discharge, ultimately improving quality of life and reducing complications.

References

Klsch, M., Klsch, C., Sari Kundt, F., van, & Dieplinger, A. M. (2020). eHealth systems for the optimised care of patients with type 2 diabetes. British Journal of Nursing, 29(5), 274278. Nam, S., Chesla, C., Stotts, N. A., Kroon, L., & Janson, S. L. (2011). Barriers to diabetes management: Patient and provider factors. Diabetes Research and Clinical Practice, 93(1), 19.

i attached the picot question prompt. mine is on topic of diabetes you will see which topic i had chosen

WRITE MY PAPER

FINDING THE EVIDENCE AND REVIEWING THE LITERATURE

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