Data Evaluate Current Practice and Create Recommendations
• Using the literature gathered on the PICO topic, identify whether the evidence supports continued adoption of the current practice or if the practice should be adapted or abandoned.
• Identify current professional guidelines related to the clinical question topic.
• Develop recommendations for practice based on the data discovered in the literature review process.
• Describe the evaluation process and staff education necessary to promote implementation of change in the current practice protocol.
In your initial post for this week, answer the following questions:
1. What is your PICO question?
2. Share the existing professional guidelines that are currently adopted for your PICO.
Sample Solution
1. The PICO question is: Is topical eye drops more effective than topical ointments in managing dry eye symptoms in adults over the age of 65? 2. The current practice is typically to prescribe topical eye drops as first-line therapy for dry eyes due to their convenience and ease of use in comparison to topical ointments, which generally require greater precision and dexterity during application. 3. The evidence found from my literature review suggests that both topical eye drops and ointments are effective in managing dry eyes symptoms in adults over 65, though there may be slight variations between their efficacy depending on the symptom being treated (e.g., increased tear production vs relief of discomfort). Overall, it appears that either type of treatment could be used depending on patient preference and available resources; however, further research needs to be conducted with a larger sample size and longer follow-up period before any definitive conclusions can be drawn regarding which treatment option offers superior results overall.
Lamb, S (1997) portrays the idea that poor literacy and numeracy achievement is linked to early school leaving and periods of unemployment. Evidentially, having the key fundamental skills in numeracy and literacy are essential. Students should not be able to leave school without the very minimum knowledge to be able to implement these skills in all aspects of life. Quinn, R (2011) stated that literacy and numeracy are amongst the most important life skills that schools teach. Without these skills, students would not be able to access the different subject areas; moreover be successful and have a positive effect on society. The importance’s of these skills are the responsibility of each individual subject area and should not just be thought of as being a focus for the English and Mathematics departments.
Numeracy is defined as ‘the ability to use mathematics in everyday life’ (National Numeracy, 2015). Not being able to apply mathematics in life would result in not being able to carry out the simplest of tasks needed every day. For example, being able to count change or telling the time. Besides, regardless of the subject, the National Curriculum states that being confident in numeracy and other mathematical skills is a necessity to help students be successful across the curriculum. (DfE, 2014, p.9). Undoubtedly, by incorporating basic numeracy skills in my lessons, I am not only preparing students to be successful in education but for everyday life tasks.
In the activities to be conducted, a basic knowledge of numeracy is crucial in order to solve simple programming tasks, where students are required to use standard arithmetic operators and data types. Furthermore, students need to know about these basic skills for example; adding or subtracting two integers together in order to be able to work out whether the output from their program is correct before executing it. The National Curriculum framework says that: