Question Development Tool

Appendix B

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P

I

C

O

What are preliminary inclusion and exclusion criteria (e.g., date, population, setting, other)?

Inclusion: Exclusion:

What evidence needs to be reviewed? (Check all that apply)

☐ Peer-reviewed publications (from databases such as PubMed, CINAHL, Embase)

☐ Standards (regulatory, professional, community)

☐ Clinical Practice Guidelines

☐ Organizational data (e.g., quality improvement or financial data, local clinical expertise, patient/family

preferences)

☐ Evidence-based professional organization position statements

☐ Consensus studies (e.g., commissioned reports from the National Academy of Medicine, professional

organizations, philanthropic foundations)

☐ Other ______________________________

Revised EBP question:

What are measures that indicate if the EBP project is successful? (Measures may be structure, process,

and/or outcome)Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Question Development Tool

Appendix B

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Directions for Use of the Question Development Tool

Purpose: This form guides the EBP team to develop an answerable

EBP question. It is meant to be fluid and dynamic as the team engages

in the PICO question development process. As the team becomes

familiar with the evidence base for the topic of interest, they revisit, revise, and/or refine the question, search

terms, search strategy, and sources of evidence.

What is the problem?

Describe and specify the problem that needs to be addressed. What led the team to question this practice?

Validate the problem statement with staff who experience it day to day. It is important for the interprofessional

team to work through the problem definition process together to probe the problem description, reflect, gather

information, observe current practice, and listen to clinicians’ perspectives. This team deliberation ensures the

problem statement defines the actual problem rather than a solution and guides the type of measure(s) they will

use to determine if the intervention results in improvements once implemented.

What are the data and sources of information that validate the problem?

Confirm the problem with concrete, rather than anecdotal, information. Concrete information exists in the form

of staff or patient safety concerns, data demonstrating unsatisfactory process or outcome measures, financial

reports, identification of the lack of evidence for a current practice, or unsatisfactory quality indicators. Formal

information or observations may demonstrate variations within the practice setting or variation within the

community. These elements are not mutually exclusive, and the problem may be evidenced in multiple areas.

Why is the problem important and relevant? What would happen if it were not addressed?

Establishing a sense of importance and urgency for a practice problem can help build support for the EBP

project and on-board other stakeholders. Emphasize why the problem must be addressed and the potential

consequences of not doing so. This is the place to establish your “burning platform” for practice change.

What is the current practice?

Define the current practice as it relates to the problem by identifying the gap or performance issue. Think about

current policies and procedures as well as adherence to these guidelines. What is commonly considered

acceptable among the staff related to their daily practice? Do policy and practice align? What do you see?

Is this a background question to establish the evidence on a topic (with no comparison group) or a

foreground question to compare specific interventions?

Select if you are intending to write a background or foreground question. Background questions are broad and

produce a wide range of evidence to establish best practices when the team has little knowledge, experience, or

expertise in the area of interest. Background questions do not include a “comparison” group. Foreground

questions are focused, with specific comparison of two or more ideas or interventions. Foreground questions

often flow from an initial background question and evidence review.

What are the PICO components?

See Chapter 11, Lessons from

Practice, for examples of

completed tools.Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Question Development Tool

Appendix B

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Complete each section. Definitions of each PICO element are included below.

P (patient, population, problem): This may include characteristics such as age, sex, setting, ethnicity, condition,

disease, type of patient or community.

I (intervention): This can be a best practice statement or include a specific treatment, medication, education,

diagnostic test, or care practice.

C (comparison): Not applicable for background questions. For foreground questions, comparisons are typically

with current practice or an intervention identified in the evidence.

O (outcomes): structure, process, or outcomes measures that indicate the success of evidence translation. More

than one measure can be listed; examples include structure (e.g., adequacy of resources, space, people, training),

process (e.g., care coordination, adherence to protocols for care, performance), or outcomes (e.g., satisfaction

scores or retention, fall rates, rates of disease in a population).

Initial EBP Question:

Combine each element of the PICO to create an answerable EBP question. The initial question is refined

throughout the PET process.

List possible search terms for each part of the PICO question:

Select concepts from each PICO component to identify search terms. Mapping search terms to each component

aids the evidence search; ensure terms are neither too broad nor too narrow. Brainstorm common synonyms for

each concept. Be sure to consider alternate spellings or terms used in different countries (e.g., “ward” vs. “unit”)

as well as brand names of specific interventions. It may be appropriate to leave some of the rows blank (e.g., the

O in PICO) in order to avoid building solutions into the search itself (e.g., words like “reduction” will only

provide evidence that exhibited reductions in the outcome of interest and may miss evidence with no change or

even an increase).

What are preliminary inclusion and exclusion criteria (e.g., publication date, population, and setting)?

As a team, list initial characteristics you want to include or exclude from your evidence search (for example you

may want to include student nurses but do not want to include post-licensure nurses). This will help to ensure

the team has a mutual understanding of the scope of the project. The group should revisit the list throughout the

process to provide further clarifications and refine evidence search results.

What evidence needs to be reviewed?

Select the types of evidence you intend to gather based on the PICO and initial EBP question. This will guide

you to the appropriate sources to begin the search.

Revised EBP question:

Often the question that you start with will not be the final EBP question. Needed revisions to the EBP question

may not be evident until after the initial evidence review; examples include revision to the background question

or a change from a background to a foreground question. Additionally, preliminary reviews of the evidence may

indicate a need to focus or broaden the question, update terminology, and/or consider additional measures of

success.Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Question Development Tool

Appendix B

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What are measures that indicate if the EBP project is successful? (Measures may be structure, process

and/or outcome)

It is essential to consider a measurement plan from the onset of an EBP project. As a team, reflect on how you

will determine project success. Success can be captured in many ways, and measures can include:

• Structure measures that describe the physical or organizational environment (e.g., nurse-patio ratios)

• Outcome measures that occur at the conclusion of a project (e.g., number of safety events)

• Process measures that are gathered throughout to track progress toward the goals (e.g., use of a new tool

or protocol)

Then, respond to at least two of your peers’ initial posts. Make sure that you choose at least one peer’s post that describes a program planning model different from yours. Include the following in your response:

• Compare and contrast at least one strength and one weakness of your chosen planning model against your peer’s chosen model, and then explain which model you believe is more effective and why.
• Identify at least one other similarity or difference (not already discussed in your peer’s initial post) between their chosen model and the logic model. Discuss whether this similarity or difference would make the logic model more or less preferable over your peer’s chosen model and why.

Your course project is all about planning, designing, and evaluating a program. Thus, choosing an appropriate program planning model is key to your course project. Knowing each program planning model’s characteristics, advantages, and limitations will help you choose an appropriate model and use it effectively in your project work.

Explore the module resources to learn about four different program planning models and the logic model. Then, choose one of the following program planning models to discuss:

• PRECEDE-PROCEED model
• Strategic planning
• Business plan
• Intervention mapping

In your initial post, compare and contrast the strengths and weaknesses of your chosen program planning model against the strengths and the weaknesses you see in the logic model. Include the following in your response:

• Describe the need for a program planning model.
• Identify two similarities and/or differences between the logic model and the program planning model you chose.

Reading: Health Program Planning and Evaluation, Chapter 2 

Textbook link:

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follow all directions