Walden University MSN Nursing Discussion: Developing a Clinical Question Using PICOT

Discussion Overview

Course Context: MSN Core – Essentials of Evidence-Based Practice (similar to NURS 6052 or related research modules)

Assignment Task: Post an initial response (minimum 300–500 words) developing a PICOT question based on a clinical issue, and respond to at least two classmates’ posts.

Due Dates: Initial post by Day 3; responses by Day 6 (varies by course schedule).

Discussion Instructions

Identify a clinical issue or problem from your current practice or a healthcare setting that interests you (for example, fall prevention, medication adherence, or infection control). Then, complete these steps in your initial post:

1. Describe the clinical issue, including why it matters for nursing practice and patient care. Include relevant background or observations.
2. Formulate a searchable clinical question using the PICOT format (Population, Intervention, Comparison, Outcome, Time).
3. Explain each component of your PICOT question and how it relates to the issue.
4. Discuss potential keywords or search terms you would use in databases like CINAHL or PubMed to find evidence.
5. Reflect on how developing a clear PICOT question supports evidence-based decision-making in nursing.

For responses to classmates: Provide constructive feedback on their PICOT questions (for example, suggestions for refinement or additional search strategies). Support your comments with references where appropriate.

Formatting and Posting Requirements

• Initial post: 300–500 words, with at least 2–3 scholarly references in APA 7th edition format.
• Responses: At least 150 words each, substantive and courteous.
• Use headings for clarity if needed.
• Post in the course discussion board by the deadlines.

Grading Rubric Criteria

• Description of clinical issue (20%): Thorough and relevant to practice.
• PICOT question development (30%): Well-formulated, complete, and appropriate.
• Explanation and reflection (20%): Clear rationale and insight into EBP process.
• Responses to peers (20%): Thoughtful, specific feedback.
• Writing, APA format, references (10%): Scholarly tone, accurate citations.

Formulating strong PICOT questions forms a foundation for evidence-based projects in MSN programs at Walden University. Students often use these discussions to refine questions for later assignments in courses from recent years.

Evidence-based practice through well-structured clinical questions continues to guide nursing improvements and patient outcomes in 2025–2026.

References

Melnyk, B. M. and Fineout-Overholt, E. (2023) Evidence-based practice in nursing & healthcare: a guide to best practice. 5th edn. Wolters Kluwer.

Polit, D. F. and Beck, C. T. (2021) Nursing research: generating and assessing evidence for nursing practice. 11th edn. Philadelphia: Wolters Kluwer.

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M. and Williamson, K. M. (2010) ‘Evidence-based practice, step by step: asking the clinical question: a key step in evidence-based practice’, American Journal of Nursing, 110(3), pp. 58–61. doi:10.1097/01.NAJ.0000368959.11129.79.

Ho, G. J., Liew, S. M., Ng, C. J., Hisham Shunmugam, R. and Glasziou, P. (2020) ‘Development of a search strategy for an evidence based retrieval service’, PLoS ONE, 15(12), p. e0243158. doi:10.1371/journal.pone.0243158.

Fineout-Overholt, E. and Johnston, L. (2019) ‘Teaching EBP: asking searchable, answerable clinical questions’, Worldviews on Evidence-Based Nursing, 16(4), pp. 259–260. doi:10.1111/wvn.12389.