EBP Disease Intervention Assignment
The brief supplies its own PICOT gloss and it is worth reading closely, because the four permitted topic areas are about advanced practice systems rather than direct patient care.
Editorial process
Last reviewed · August 22, 2026
Four permitted topic areas, and none is bedside care
Read the topic constraint before anything else, because it rules out the obvious choice. The presentation must address advanced nursing practice education, leadership, quality improvement or change, which means a PICOT about a drug or a wound dressing is off-scope however good it is. The population in a systems-level PICOT is usually not patients: it is new graduate nurses in a residency, charge nurses on a medical unit, preceptors, or an entire care team. Getting that right at the start prevents the most common failure, which is a well-built clinical question submitted to an assignment that asked for an organisational one. The four permitted areas overlap, so say which one you are working in and stay there: a preceptor training question is education, a handoff standardisation question is quality improvement, a shared governance question is leadership, and a model-of-care redesign is change. Naming the area also makes the population obvious, because each area has a characteristic group it acts on.
Then use the definitions the brief itself supplies, since they are more specific than the textbook version and the marker will use them. Comparison is glossed as a placebo or business as usual, which is a reminder that current practice is a legitimate comparator and should be described rather than left implied. Outcome is glossed as risk of disease, accuracy of a diagnosis or rate of occurrence of an adverse outcome, all of which are measurable rates, so choose something countable rather than a construct like satisfaction unless you name the instrument. Time is glossed twice, as how long the intervention needs and how long participants are observed, and those can differ. For the slides themselves, remember that a presentation is a different artefact from a paper: one idea per slide, the PICOT displayed in full on its own slide, evidence summarised in a table rather than in prose, and speaker notes carrying the detail that would otherwise crowd the deck.
Likely learning objectives
- Select a PICOT topic within the four permitted areas.
- Define a population that is not necessarily a patient group.
- Use the brief's own PICOT glosses rather than a generic definition.
- Design slides as a presentation artefact rather than a compressed paper.
Assignment instructions
Read the full question
Review every instruction before using the planning guidance that follows.
Develop a change project and to implement this project in the field, EBP Disease Intervention Assignment #. To review the early steps in the research process, we have developed a mini-practice research assignment to prepare you. During this lesson, you will use the PICOT questioning format/formula to develop an answerable research question. All elements are listed below: P: Population/disease (age, gender, ethnicity, disorder) I: Intervention or variable of interest (exposure to a disease, risk behavior, prognostic factor) C: Comparison (a placebo or “business as usual” such as no disease, absence of risk factor, or prognostic factor B) O: Outcome (risk of disease, accuracy of a diagnosis, rate of occurrence of adverse outcome) T: Time (the time it takes to demonstrate an outcome; e.g., the time it takes for the intervention to achieve an outcome or how long participants are observed) Prepare an evidence-based practice (EBP) PowerPoint presentation on a topic of your choice that is relevant to advanced nursing practice education, leadership, quality improvement, or change. Your presentation should include: Identification of an advanced practice nursing issue or practice problem of concern Design a research question using the PICOT format A brief literature review and findings related to best practices with at least three scholarly resources cited in APA (6th ed.) format Plan, Do, Study, Act Process that could be used Any implications that the investigation might have for nursing practice Remember is for Nursing related topic.
Turn the brief into deliverables
- 01An advanced practice issue in education, leadership, quality improvement or change.
- 02A complete PICOT question using the brief's definitions.
- 03A described comparator rather than an implied one.
- 04A countable outcome, or a named instrument if it is a construct.
- 05A PowerPoint presentation with the PICOT displayed in full.
- 06Evidence presented in summary form with speaker notes carrying detail.
Choose within scope, build the PICOT, then the slides
Choosing inside the scope
Pick an issue in education, leadership, quality improvement or change and say which.
What the assessor is likely looking for
A topic that could not be mistaken for a bedside clinical question.
Population, and who it really is
Define the group the intervention acts on, staff or system rather than patients.
What the assessor is likely looking for
A population matching the level at which the intervention operates.
Intervention and comparator
State the intervention and describe current practice as the comparison.
What the assessor is likely looking for
Business as usual described in enough detail to be distinguishable.
Outcome and time
Choose a countable outcome and separate intervention duration from observation period.
What the assessor is likely looking for
Two different time values where the brief's gloss implies them.
Building the deck
Structure the slides around one idea each, with evidence tabulated and notes carrying detail.
What the assessor is likely looking for
An evidence table rather than paragraphs of prose on a slide.
Where to find evidence for a systems-level question
Recommended databases
- PubMed Central
- CINAHL
- Cochrane Library
- University Library
Search sequence
- 1.Search for evidence about the staff or system population, not the patient one.
- 2.Look for a quality improvement study reporting a rate rather than a satisfaction score.
- 3.Check whether your outcome has a validated instrument if it is a construct.
- 4.Find one review you can summarise in a single evidence table row.
Reference shortlist
These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.
PRISMA, for structuring the evidence summary the deck presents.
Implementation strategies for large scale quality improvement initiatives in primary care settings: a qualitative assessment
BMC Primary Care · 2023
Implementation strategies in primary care, as a systems-level intervention example.
Measuring psychological safety in healthcare teams: developing an observational measure to complement survey methods
BMC Medical Research Methodology · 2020
Measure development, for when an outcome needs a named instrument.
Patient Safety and Quality
Agency for Healthcare Research and Quality, NCBI Bookshelf · 2008
Patient safety and quality, for quality improvement outcomes expressed as rates.
What can organisational theory offer knowledge translation in healthcare? A thematic and lexical analysis
BMC Health Services Research · 2018
Knowledge translation and organisational theory, for leadership-level questions.
Before you submit this presentation
Common mistakes
- Choosing a direct patient care clinical question, which is out of scope.
- Defining the population as patients when the intervention targets staff.
- Leaving business as usual undescribed as though it were no intervention.
- Choosing an outcome that cannot be counted and naming no instrument.
- Writing slides as paragraphs, so the deck reads as a paper in a different font.
Submission checklist
- Does your topic fall inside the four permitted areas?
- Is the population the group the intervention actually acts on?
- Is current practice described as the comparator?
- Is the outcome countable or attached to an instrument?
- Does the deck show the full PICOT on one slide?
Use this guide to plan and review your own work. Follow your institution's rules and read Brinevia's academic-integrity policy.
Written by
Maren Caldwell
MSN, RN, CNE
Medical-surgical nursing, pharmacology and NCLEX preparation
Maren is a registered nurse with over 15 years of clinical and educational experience in medical-surgical nursing. She writes on NCLEX preparation, patient care fundamentals, pharmacology and evidence-based practice.
Reviewed by
Dr. Tessa Redmond
DNP, RN, CNE
Evidence-based practice and clinical education
Tessa is a doctorally-prepared nurse educator. She reviews Brinevia content for clinical accuracy and alignment with current evidence-based guidelines.