The purpose of assignments Part 1-3 is to gradually guide the student in developing the signature assignment. The idea is for the student to take 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 Literature. The three steps will be put together with the final signature assignment in week 8. This assignment is STEP 2 – Project Purpose Statement, Background & Significance and PICOt Formatted Clinical Project Question.
The student will use the Introduction and Problem Statement Template and complete the required items:
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Provide a title that conveys or describes the assignment.
Project Purpose Statement (20 to 40 words) – Provide a declarative sentence or two which summarize the specific topic and goals of the project.
Background and Significance (50 to 100 words) – State the importance of the problem and emphasize what is innovative about your proposed project. Discuss the potential impact of your project on your anticipated results to the betterment of health and/or health outcomes.
PICOt formatted Clinical Project Questions (No word limit) – Provide the Population, Intervention, Comparison, Expected Outcomes and timeframe for the proposed project.
References – Provide references used in the template using APA 6th ed. Manual.
Save the file with Student Frist Name_Last Name_Part 2
Submit completed template to the D2L Dropbox.
Click here to download a copy of the Project Purpose Statement, Background & Significance and PICOt Template (click file>download as> docx to edit this document before uploading it)
MY PICOT For week 1
First week I created PICOT ,
In hospitalized adult patients, how does an educational program on central line management compare to no educational program in the prevention of central line-associated bloodstream infections?
P: Patients with Central lines in MICU or hospitalized
I: educational interventions for staff and patients.
C Educational program compare to no educational program.
O: decrease rate of CLABSIs
T: within 90 days of process improvement implementation.
I am interested in Central line bloodstream infections (CLABIS).by using educational initiative could decrease the rate of catheter-associated bloodstream infection. mandatory education program offered to ICU nurses and physicians. it was developed by a multidisciplinary task force to highlight correct practices for the prevention of catheter-associated bloodstream infection.
In this program, they included 10-page self-study module on risk factors and practice modifications involved in catheter-related bloodstream infections and in-services at scheduled staff meetings for their staff. Seventy-four episodes of catheter-associated bloodstream infection occurred in 7,879 catheter-days in the 24 months before the introduction of the education program.
Following implementation educational of the intervention, the rate of catheter-associated bloodstream infection decreased to 41 episodes in 7,455 catheter days. The estimated cost savings secondary to the decreased rate of catheter-associated bloodstream infection for the 24 months following the introduction of the education program was between $103,600 and $1,573,000.
Educational intervention main focused on the education of health-care providers on the prevention of catheter-associated bloodstream infections. it may lead to a dramatic decrease in the incidence of primary bloodstream infections. Education programs may lead to a substantial decrease in medical-care costs and patient morbidity attributed to central venous catheterization when implemented as part of mandatory training.
The Effect of an Education Program on the Incidence of Central Venous Catheter-Associated Bloodstream Infection in a Medical ICU.Warren D.K., Zack J.E., Mayfield J.L., Chen A., Prentice D., Fraser V.J., Kollef M.H. (2004) Chest, 126 (5) , pp. 1612-1618