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Evidence-Based Practice Project: PICOT Paper

Rosanne Ashley

Grand Canyon University

NUR-550-0500 Translational Research and Population Health Management

Dr. M. Grobman

July 22, 2024

Abstract

As healthcare organizations aspire to construct trauma-informed care (TIC) strategies, we need to promote the awareness of care delivery. By facilitating an understanding of the effects of training related to the perceptions of organizational support for healthcare providers. A TIC system strategy will expand the knowledge associated to trauma care delivery by healthcare providers. By advancing trauma education for healthcare providers, we can practice safe, effective, and evidence-based practice care delivery. As healthcare professionals we can embark on advancing our education related to trauma care delivery. In turn, we can have a positive impact related to trauma care delivery and outcome that is provided to patients.

Proposed Intervention

Mandatory trauma education for any healthcare provider that may deliver trauma related care to a trauma patient. Continuing trauma education units should be required to be mandatory. Mandatory trauma education related to the role of varying degrees of healthcare providers set forth by healthcare institutions (Schippert et al., 2023). As healthcare professionals we must provide a means to measure current practices such as a survey at the end of education. Standard patient care protocols need to be in place for healthcare providers caring for trauma patients. There is a fundamental need for safe trauma preventions techniques and procedures within the healthcare setting. Trauma education delivery can aid the healthcare professional in delivering safe, effective evidence-based practice care (Novilla et al., 2024).

The proposed evidence-based intervention is to increase training programs for providers within the healthcare setting. TIC is the basis as seeing trauma unfortunately as familiar. Trauma education training covers identification of trauma, professional communication related to trauma, support of a healthcare organization, and designing trauma education that will enhance the delivery of care based on trauma education knowledge (Saunders et al., 2023).

Intervention Comparison

Earlier healthcare providers interventions was providing healthcare professionals an expectation of what is to be sustained for education. A level three trauma center does not require a mandatory trauma certification. Trauma education may be SIM labs, trauma related continuing education units, Trauma Nurse Core Curriculum (TNCC), Trauma Care After Resuscitation (TCAR), and Advanced Trauma Life Support (ATLS). This would be verified by departmental audits where there was often a delinquency in the maintenance of trauma related education. There is a vast amount of trauma education available today for healthcare providers. This is often found in a classroom setting, lecture, SIM lab, or available online. Trauma informed care is a model related to providing informed care initiatives that address trauma education for healthcare providers (Merlo & Bractina, 2022). Training programs for healthcare providers provide support, education, testing, knowledge base advancement connected to trauma care delivery, and surveys. Trauma education for healthcare providers is developed to expand the healthcare provider abilities to extend trauma related informed care that is in consideration to the needs of the patient.

Expected Outcome

The expected outcome to the intervention is to improve the knowledge base related to trauma care delivery that is proficient, safe, and backed by evidence-based practice. The expected outcome can be measured within a six-month time frame. It is predicted the trauma care delivery is improved and will be executed in a professional manner related to expansion of trauma knowledge (O’Dwyer et al., 2021). Reactions to trauma situations by healthcare providers is quick, transitions smoothly, and followed through with protocols that are supported by evidence-based practice while supported by translational research. In turn, patient satisfaction will improve.

Epidemiology and biostatistics are essential elements of evidence-based practice for trauma prevention. For example, epidemiology may propose a rudimentary knowledge of illness allotment, the social determinants of health, and the general widespread burden of trauma events in the population of healthcare providers. In turn, this will aid in clarifying care delivery models where the impacts and outcome can be measured (Breih, 2021).

Appendix

Nursing Practice Problem PICOT

Trauma continues to be a significant issue within the healthcare setting. Trauma can affect patients throughout their lifespan while creating large hurdles related to patient management and trauma prevention. Trauma events can lead to physical, social, and psychological consequences. There is an essential need for safe trauma prevention techniques and strategies related to practice within the healthcare setting. Trauma is a significant practice problem within the healthcare setting (Novilla et al., 2024).

PICOT Question

P

Population

The population of focus is for trauma care providers.

I

Intervention

Does the implementation of a trauma training program

C

Comparison

compared standard trauma training programs

O

Outcome

improve provider knowledge

T

Timeframe

over a six-month period.

PICOT

Create a complete PICOT statement.

Population/Problem

The target audience of this project is the trauma care providers. The effects of trauma may include injuries, psychological disorders, and mental health disorders such as PTSD (Howlett et al., 2022). Trauma care providers can provide improved, safe, and effective trauma care with implemented trauma training programs. Effective trauma training programs can enhance and improve the care that is provided by trauma care providers. Meeting the needs of this population entails a multidimensional approach that incorporates education and practice-based interventions. It is more than just the acute response; this is caring for the trauma care provider by providing improved training programs. This entails grasping the training programs and enhancing the knowledge base for trauma care providers. This project looks to design an efficient model, for trauma care providers to perform the best care possible.

Intervention

The intervention plan entails sponsoring programs to educate healthcare practitioners to adopt essential skills and understanding about traumatic care. Trauma-informed care is a model of providing care that acknowledges the prevalence of trauma and endeavors to address it in treatment (Merlo & Bratina, 2022). The idea is to set up a healthcare culture that recognizes trauma impact and does not contribute to further traumatization. Training programs will include topics such as identification of trauma, communication with trauma patients, organizational support, Trauma Nurse Core Curriculum (TNCC), simulation labs, needed trauma continuing education, Trauma Care After Resuscitation (TCAR), and improving trauma care providers care delivery. These programs will be developed to build the ability of key personnel in different healthcare facilities to perform their roles in a trauma-sensitive manner. Also, the training for the trauma care provider will set up the current best practices on treating patients with traumatic history to ensure that the providers employing those methods will use the best possible approach. The intervention targets raising awareness and skills training among healthcare providers to promote safety and mitigate trauma within healthcare facilities, improving patients’ experiences, and decreasing the rates of re-trauma healthcare utilization.

Comparison

The intervention will be compared to present usual care practice that is not characterized by the use of trauma-informed care programs. This comparison will aid in setting up the efficiency of the training programs in lowering trauma hospitalization and emergency department attendance rates. Standard patient care protocol may not cover all aspects of a trauma care providers needs since it may not offer sufficient specificity in dealing with survivors of trauma (Schippert et al., 2023). Such practices often involve the straightforward medical management of physical complaints. By measuring the current practices, the project will then be able to compare the effectiveness of the approach brought about by trauma care provider education and training programs. The comparison will include relative measures, ongoing trauma education, including trauma care providers satisfaction and surveys. Such an approach will give a comprehensive assessment of the usefulness of the considered intervention and reveal the distinctions between standard trauma care programs and one of ongoing trauma care programs in regard to the trauma care model and traditional approaches.

Outcome

The main indicator of the effectiveness of this intervention is the improvement of trauma care provider knowledge. It is expected that through enhancing the quality of trauma care provider education and care offered to trauma patients, complications are likely to be reduced, the management of trauma conditions will be enhanced, and consequently, the survival rates of patients should improve. Of special interest is the concept of trauma-informed care that envisages the broad spectrum of care for victims not only concerning their physical injuries but also their psychological and emotional state (O’Dwyer et al., 2021). Secondary outcomes include increased patient satisfaction since patients will get the feeling that their healthcare providers understand them since they, in turn, undergo trauma-informed care. Furthermore, there is expected enhanced knowledge base that is backed by evidence-based practice. By improving the knowledge base of trauma care providers there is improved patient care, swift responses to trauma situations, and an overall satisfaction of trauma care providers. In turn, there may be shorter hospital stays and more efficient resource use.

Timeframe

The duration of this task is six months. This kind of period enables enough time to incorporate the training programs, assess their effects, as well as gather information on the findings. A six-month examination gives an understanding of the success of the intervention and how well it will continue to work in the future. The first part of the project will be the identification and implementation of the training programs that are considered appropriate, a process that will likely span over a few months. After the intervention, the evaluation will be conducted frequently over a specified period to measure the effects on hospitalization, emergency department attendance, and trauma care provider satisfaction. The period chosen is also proper for identifying changes in outcomes over extended periods and healthcare providers’ actions. This six-month period is important to ensure that the collected data is reliable and can well show the effectiveness of the intervention. Also, it makes it possible to adapt any changes that may be needed for the training programs to enhance their efficiency and relevance. The project also has a goal to make a clear and detailed summary of the evaluation about the trauma-informed care intervention by the end of the year to show the possibility of the intervention’s application in other facilities.

Problem Statement

Create a problem statement for your PICOT. You will use this problem statement throughout your final written paper.

Trauma care professionals can practice focused trauma related care related to evidence-based practice in order to facilitate a reduction of trauma-related injuries. In turn, it improves patient health, overall outcome, and trauma care provider satisfaction. An investigation by Saunders et al. (2023) has demonstrated that injuries from traumatic circumstances reduction are available in trauma education programs with early education. Evidence-based practice can be followed while enhancing quality, safe, evidence-based care.

(P) The focus group is trauma care providers. (I) Does the implementation of a trauma training program (C) compared to standard trauma training (O) improve provider knowledge (T) over six-month time frame?

APA Checklist

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References

Breilh, J. (n.d.). Clinical epidemiology and the peoples health. Oxford University Press. Retrieved 2021, from https://www.nidcd.nih.gov/health/statistics/what-epidemiology

Howlett, J. R., Nelson, L. D., & Stein, M. B. (2022). Mental health consequences of traumatic brain injury. Biological Psychiatry, 91(5), 413–420. https://doi.org/10.1016/j.biopsych.2021.09.024

Merlo, A. V., & Bratina, M. P. (2022). Forensic mental health. Trauma and approaches to trauma-informed care. Routledge.

Merlo, A. V., & Bratina, M. P. (2022). Trauma and approaches to trauma-informed care. In

Forensic mental health (PP.291-326). Routledge

O’Dwyer, C., Tarzia, L., Fernbacher, S., & Hegarty, K. (2021). Health professionals’ experiences of providing trauma-informed care in acute psychiatric inpatient settings: A scoping review. Trauma, Violence, & Abuse, 22(5), 1057–1067.

Saunders, K. K., McGuinness, E., Barnett, P., Foye, U., Sears, J., Carlisle, S., Allman, F., Tzouvara, V., Schlief, M., Vera San Juan, N., Stuart, R., Griffiths, J., Appleton, R., McCrone, P., Rowan Olive, R., Nyikavaranda, P., Jeynes, T., K, T., Mitchell, L.,…Trevillion, K. (2023). A scoping review of trauma informed approaches in acute, crisis, emergency, and residential mental health care. BMC Psychiatry, 23(1). https://doi.org/10.1186/s12888-023-05016-z

Schippert, A. S., Grov, E., Dahl-Michelsen, T., Silvola, J., Sparboe-Nilsen, B., Danielsen, S., Lie, I., & Bjørnnes, A. (2023). Re-traumatization of torture survivors during treatment in somatic healthcare services: A mapping review and appraisal of literature presenting clinical guidelines and recommendations to prevent re-traumatization. Social Science & Medicine, 323, 115775. https://doi.org/10.1016/j.socscimed.2023.115775