Students pursuing the nursing degree program and nurses already working in the field encounter several challenges in the course of their study or the line of work respectively. The barriers can be “student-related, patient-related, instructor-related, education environment-related, or curriculum-related” (Abbasi et al., 2018) . Examples of education-environment-related barriers include the application of wrong clinical practices, inattention to patient education, and lack of patient instruction from the scheduled responsibilities of nursing apprentices.
The PICOT Question
A PICOT question is used by nurses to carry out their research using the proof-based framework developed from a well-structured PICOT question. The PICOT question identifies the problem and the question is structured to elicit an answer. The question identifies the key components and eases the research process (Aslam & Emmanuel, 2010) .
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Application of the PICOT Process
The barrier in this scenario is the application of wrong clinical practices. The research topic is the automation of most clinical procedures to curb wrong clinical practices. The first step in using a PICOT question to carry research is the formulation of the question. The research question will be: “In patients admitted in a hospital, would automation of most clinical procedures influence the application of wrong clinical practices?” the keywords relating to the PICOT question are:
P- Patients admitted to hospital
I- Automation of most clinical procedures
C- Use of human labor
O- Impacts of applying wrong clinical measures
The PICOT question improves the ease of researching by indicating the major areas where information is required. All the PICOT elements are investigated individually, the results are refined, and the content is reviewed to determine whether it has the relevant information that answers the PICOT question.
References
Aslam, S., & Emmanuel, P. (2010). Formulating a researchable question: A critical step for facilitating good clinical research. Indian Journal Of Sexually Transmitted Diseases And AIDS , 31 (1), 47-50. https://doi.org/10.4103/2589-0557.69003
Abbasi, M., Rabiei, L., & Masoudi, R. (2018). Experience of nursing students about the barriers to patient education: a qualitative study in Iran. Korean Journal Of Medical Education , 30 (4), 327-337. https://doi.org/10.3946/kjme.2018.107
