READ- According to Riva et al. (2012), one of the most useful tools in creating or summarizing research questions is the PICOT format. The acronym PICOT most typically stands for population, intervention, comparison, outcome, and time (Riva et al., 2012). In research, each part of the PICOT question must be specific and measurable to collect data and draw clear conclusions.
The letter “P” in the PICOT may refer to a population, patient, or problem the researcher aims to study (Chamberlain University College of Nursing, 2023). The “I” in PICOT refers to an intervention. The letter “C” in the acronym describes the comparison to the intervention which is being evaluated in the study. This is referred to as the control group in many research designs (Riva et al., 2012). The letter “O” in PICOT refers to the measurable outcome to be examined which will determine the intervention’s effectiveness. And lastly, the “T” stands for the timeframe during which the intervention is being measured and data is being collected.
In older adults over the age of 60 with heart disease what is the effect of integrating telehealth appointments in comparison to solely conducting in-person appointments on medication and treatment compliance over a period of three months?
Population - Older adults over the age of 60 with heart disease
Intervention - integrating telehealth appointments
Comparison - Solely conducting in-person appointments
Outcome - medication and treatment compliance
Time - A period of three months
INSTRCUTIONS- Provide substantive feedback and suggestions for improvement. Provide substantive dialogue that is collaborative in nature. asks questions, offers new insights, applications, perspectives, information, or implications for practice
To begin we gathered 3 individual petri dishes with lids and put 15 large and 15 small lima beans in each dish. All lima beans used in this experiment were gathered from the same source. Next, we obtained the beetles from a laboratory container which supplied the class for this experiment. 3 randomly chosen female and 2 randomly chosen male bean beetles were placed in each petri dish. This was done by using an aspirator to suck each beetle into a collecting vial, then releasing the beetle into its prearranged petri dish. Finally, the petri dishes were placed in a room-temperature location for 2 weeks to allow enough time for fertilization and oviposition.
After 2 weeks, each individual bean was observed under a microscope and examined for eggs. To calculate our results we used the final measurements. Our ending measurements were obtained by observing, through the microscope, which beans had eggs laid on them. We recorded our observations by numbering how many eggs were found on each bean. After observing all 90 lima beans, we returned the beans back to their original groups to determine group averages. After, all 45 small and 45 large beans were placed together in separate categories. From this we were able to use our findings to calculate mean, standard deviation, and the standard error of the mean. After analyzation, we ran a t-test to determine whether size of the lima bean had any influence on the oviposition of C. maculatus.
Results
Our results were obtained from observing the amount of eggs laid on each individual lima bean within their groups. For group 1 we found 11 eggs oviposited on the small beans, 5 were on the large. In group 2 there were 29 on small, 13 on large. In group 3, 48 on small, 0 on large. In total, 88 eggs were laid on 45 small beans, whereas only 18 eggs were laid on the 45 large beans. This information was used to calculate group averages, visualized in graph 1. Data is expressed using a clustered column histogra