Chat with us, powered by LiveChat Nursing | excelpaper.org/
+1(978)310-4246 credencewriters@gmail.com
  

DNP 816 Matrix and Summary Rubric

Element

7.5 points

5 points

3.5 points

2 points

Source information and quality

(7.5 points)

All key elements are present: Author credentials listed, article is less than 5 years old, and publication is peer reviewed/

scholarly, article is based on research and relates to the chosen topic of concern; is a primary source

Two key elements are present: Author credentials listed, article is less than 5 years old, ad publication is peer reviewed/

scholarly, article is based on research and relates to the chosen topic of concern but is a secondary source

One key element is listed: Author credentials listed, article is less than 5 years old, ad publication is peer reviewed/

scholarly, the articles only partially relate to the chosen topic of concern or is a secondary source

Missing key elements: Author credentials listed, article is more than 5 years old, and publication is peer reviewed/

scholarly, the article has little or nothing to do with the topic of concern and is a secondary source. The article is not research.

Research Design and interventions described (.7.5 points)

See Polit/Beck pp. 18, 210), (pp. 17, 201 in 11th ed.)

All key elements are present: appropriate research design identified, thorough description of intervention, justification for not using a different research design, longitudinal or prospective, or causal intent. Identifies IV and DV if appropriate

Elements are covered but not in enough depth: appropriate research design identified, thorough description of intervention, justification for not using a different research design, longitudinal or prospective, or causal intent. Identifies IV and DV

Missing elements in this category- research design or intervention: appropriate research design identified, thorough description of intervention, justification for not using a different research design, longitudinal or prospective, or causal intent. Identifies IV and DV

Missing key elements: does not identify the correct research design, no description of the intervention (if present), does not identify IV or DV (if appropriate)

Level of Evidence and model used to grade evidence and Evaluation tool used (CASP or others) (7.5 points)

See Polit/Beck p. 35 (p. 36-37 in 11th ed)

Key elements addressed: What was the strength of the evidence in support of your research topic- what model was used to grade the evidence? What evaluation t

DNP 618 Article Matrix and Analysis

Student Name __________________________________

PICO Question ___________________________________________________________________

Search process :

Search terms:

Data bases:

Total number of articles obtained from search results: N=

Number of articles initially excluded based on abstract reading: N=

Number of articles reviewed: N=

Number of articles excluded based on criteria: N=

Inclusion Criteria:

Exclusion Criteria:

Number of systematic reviews or meta analyses used in Matrix- N =

Repeat this table – one for each article you are review. DO NOT double space in the table

The matrix and analysis assignment to submit consists of : 1). introduction describing the search process for this topic, 2). the review table (1 for each article = 5), 3). summary analysis, 4). reference page and 5). PDF copies of the articles – list by 1st author name as attachments

Author, year; Credentials Article #1


If credentials not identified- just state here, or identify place of employment

Article Focus/Title

Research Design/Intervention (describe intervention)

Level of Evidence and model used to grade evidence

Evaluation Tool (CASP or others- identify tool used)

Sample/# of subjects, how recruited, power analysis?

Data Collection procedure

Instruments and

Reliability/validity

of instruments

Data Analysis- id statistics, LOM, findings

Results

Discussion/

Significance of findings

Reliability and Validity of study, limitations

Helpful/Reliable

Compared to other articles

Author, year; Credentials Article #1


If credentials not identified- just state here, or identify place of employment

Article Focus/Title

Research Design/Intervention (describe intervention)

DNP 816 Matrix and Summary Rubric

Element

7.5 points

5 points

3.5 points

2 points

Source information and quality

(7.5 points)

All key elements are present: Author credentials listed, article is less than 5 years old, and publication is peer reviewed/

scholarly, article is based on research and relates to the chosen topic of concern; is a primary source

Two key elements are present: Author credentials listed, article is less than 5 years old, ad publication is peer reviewed/

scholarly, article is based on research and relates to the chosen topic of concern but is a secondary source

One key element is listed: Author credentials listed, article is less than 5 years old, ad publication is peer reviewed/

scholarly, the articles only partially relate to the chosen topic of concern or is a secondary source

Missing key elements: Author credentials listed, article is more than 5 years old, and publication is peer reviewed/

scholarly, the article has little or nothing to do with the topic of concern and is a secondary source. The article is not research.

Research Design and interventions described (.7.5 points)

See Polit/Beck pp. 18, 210), (pp. 17, 201 in 11th ed.)

All key elements are present: appropriate research design identified, thorough description of intervention, justification for not using a different research design, longitudinal or prospective, or causal intent. Identifies IV and DV if appropriate

Elements are covered but not in enough depth: appropriate research design identified, thorough description of intervention, justification for not using a different research design, longitudinal or prospective, or causal intent. Identifies IV and DV

Missing elements in this category- research design or intervention: appropriate research design identified, thorough description of intervention, justification for not using a different research design, longitudinal or prospective, or causal intent. Identifies IV and DV

Missing key elements: does not identify the correct research design, no description of the intervention (if present), does not identify IV or DV (if appropriate)

Level of Evidence and model used to grade evidence and Evaluation tool used (CASP or others) (7.5 points)

See Polit/Beck p. 35 (p. 36-37 in 11th ed)

Key elements addressed: What was the strength of the evidence in support of your research topic- what model was used to grade the evidence? What evaluation t

2

Article Matrix and Analysis

Student Name: Used with Permission

College of Health and Human Services-School of Nursing, Northern Kentucky University

DNP 816: Analysis & Application of Health Data for ANP

Dr. Faculty Name

September 20, 2020


Article Matrix and Analysis

Student Name: XXXXX

PICO Question: In adult patients with diabetes (P), how does strict glucose monitoring and treatment regimens (I), when compared to decreased compliance to home treatment i.e. routine glucose monitoring, medication adherence and nutritional changes (C), affect and influence patient quality of life through improvement in treatment education and expectations (O) over one year (T)?

Search process: I utilized the NKU online library to search for articles. The data bases included CINHAL and MEDLINE PLUS. These are peer-reviewed, current and reputable search engines that provided the most accurate and reliable articles for the assignment.

Search terms: Patients with diabetes AND adherence OR compliance to treatment OR management; noncompliance OR nonadherence in diabetic treatment AND effects on quality of life; compliance to diabetic treatment AND management AND importance OR significance

Data bases: CINHAL COMPLETE and MEDLINE

Total number of articles obtained from search results: N=11,568

Number of articles initially excluded based on abstract reading: N=37 (out of first 100 relevant)

Number of articles reviewed: N=9

Number of articles excluded based on criteria: N=7,868

Inclusion Criteria: Must be in English, full text only, research or review article, published in 2013 or later, peer-reviewed articles, include adults as the subject, be discovered in a reputable database

Exclusion Criteria: Article published prior to 2013, language other than English, no full text link, obtained from a non-reputable source

Number of systematic review or meta-analysis used in Matrix: N =0

Repeat this table – one for each article you are reviewing.

The matrix and analysis assignment to submit consists of : 1). introduction describing the search process for this topic, 2). the review table (1 for each article = 5), 3). summary analysis, 4). reference page and 5). 5 PDF copies of the articles

<

Module 5: Overview Prediction,
Systematic Reviews, Interpretation of
Results

This module will address biostatistics content as well as multiple linear regression and modeling.
Additionally I have included information about the process of data analysis.

Module Overview

Module on regression,
systematic reviews and
significance/interpretation of
results

Denise Robinson

Module Objectives

At the end of this module students will be able to:

1. Explain the concepts of simple and multiple linear regression. (CO 1)
2. Choose the right regression analysis for a given research problem/question. (CO 1).
3. Distinguish one-way Analysis of Variance (ANOVA) from more advanced ANOVA designs, such

as factorial ANOVA, repeated measure ANOVA, ANCOVA, multivariate analysis of variance

(MANOVA), and multivariate analysis of covariance (MANCOVA)

4. Discuss the importance of systematic reviews for evidence based practice. (CO 1, 2, 3, 4)

5. Categorize the differences between meta-analysis, metasynthesis and mixed studies reviews.
(CO 1)

6. Evaluate the application of reviews to practice. (CO 1, 2, 3, 4)

Module Activities

Below is an outline of the items for which you will be responsible throughout the module.

1. Polit, D. & Beck, C. (2022). Nursing research: Generating and assessing evidence for nursing
practice. (11 Ed). Walters Kluwer: Chapters 19, 21, pp. 655-675

2. Kim, M., Mallory, C. & Valerio, T (2022). Statistics for evidence based practice in nursing. (3
Ed). : Jones & Bartlett: Chapter 10.

3. Review the module lecture materials. (https://nku.instructure.com/courses/53642/pages/module-
5-lecture-materials)

4. Submit Assignment — Matrix Table and Summary
(https://nku.instructure.com/courses/53642/assignments/894162)

5. Article to discuss in Zoom meeting this week: 2021.Clari et al. barriers to and facilitators of
bedside nursing handover. SR and metasynthesis..pdf
(https://nku.instructure.com/courses/53642/files/7170208?wrap=1)

th

nd

Module 5: Lecture Materials
 

Online Lecture

Select the video below to watch the online lecture.

Narrated PPT: Multivariate Statistics 8:59 min (https://nku.tegrity.com/#/recording/6fb9a8dd-
0a78-4ca0-a20e-775817ae310e?playbackToken=3429RIMVDZAOG)





  0:00 / 8:58 

Narrated PPT: Regression 17:39 min (https://nku.tegrity.com/#/recording/93f49b57-2a45-4b2c-
9b59-fd4357e452a3?playbackToken=12PJKUR6Y1ZXC)





  0:00 / 17:39 

Systematic Reviews states it is week 7 but it has been moved to week 5 so that we can talk about it
before your Matrix assignment is due. Narrated Systematic Reviews PPT 4:44 min

Non-narrated PPT slides:





  0:00 / 4:44 

multivariate stats manova.pdf (https://nku.instructure.com/courses/53642/files/7148522/download?
wrap=1)

printing PPT file: multivariate stats manova-1.pptx
(https://nku.instructure.com/courses/53642/files/7148505/download?wrap=1)

Regression .pdf (https://nku.instructure.com/courses/53642/files/7148523/download?wrap=1)

printing PPT: file: Regression -1.pptx
(https://nku.instructure.com/courses/53642/files/7148506/download?wrap=1)

Additional Materials

Videos:

Regression youtube: 14:00min

The Easiest Introduction to Regression Analysis! – Statistics HelpThe Easiest Introduction to Regression Analysis! – Statistics Help

You tube videos describ

1

Article Matrix and Analysis

Used with Permission

College of Health and Human Services-School of Nursing, Northern Kentucky University

DNP 816: Analysis and Application of Health Data for APRN Practice

September 20, 2020


Article Matrix and Analysis

Student Name: XXXXXX

PICO Question: In patients with hypertension (P), what is the effect of education about hypertension and medications (I) in comparison to no education (C), on compliance with following medication regimens (O) within three months of the first prescription (T).

Search process: Data base search was done using Northern Kentucky University library. Boolean phrases were used. Articles were assessed based on abstract and criteria listed below until five articles were left.

Search terms: hypertension OR high blood pressure AND education OR educational (must be in title) AND medication adherence OR medication compliance

Data bases: CINAHL Complete, Gale Academic OneFile

Total number of articles obtained from search results: N=29/ N=18 N= 33

Number of articles initially excluded based on abstract reading: N=1/N=4

Number of articles reviewed: N= 3/N=6

Number of articles excluded based on criteria: N=20/N=8 N=20

Inclusion Criteria: Full text only, English, Article within the past five years, Peer reviewed

Exclusion Criteria: Article published before 2015, No full text link, Language other than English, Not peer reviewed, Duplicate article, Non-research article

Studies included in systematic review or meta-analysis- N = 0

Author, year; Credentials Article #1

Mirahmadizadeh, A. Delam, H. Seif, M. et al. (2019). All authors had a doctorate degree with one holding a masters. Published in the International Journal of Molecular Sciences.

Author, year; Credentials Article #1

Aghakhani, N. (PhD), Parizad, N. (PhD), Soltani, B. (MSN), Khademvatan, K. (MD), & Rahimi, Z. (MSN) (2019)

Article Focus/Title

The effect of the blended education program on treatment concordance of patients with hypertension: A single-blinded randomized, control trial

Research Design/Intervention

Randomized control trial, single-blind. The intervention was education that was blended in style between face-to-face education and online education.

Level of Evidence

Level I (Dearholt et al., 2012)

Sample/# of subjects

Patients age 20-65, hypertension diagnosis, blood pressure greater than 140/90 but less than 180/110, agree to participate in the study, able to read and write, able to receive emails and texts, no severe underlying disease (ex. Kidney disease or heart problems) that could impact the study. Total number of participants – 60

Barriers to and Facilitators of Bedside
Nursing Handover

A Systematic Review and Meta-synthesis
Marco Clari, PhD, RN; Alessio Conti, PhD, RN; Daniela Chiarini, RN; Barbara Martin, MSc;
Valerio Dimonte, MSc, RN; Sara Campagna, PhD, RN

ABSTRACT
Background: Bedside nursing handover (BNH) has been recognized as a contributor to patient-centered
care. However, concerns about its effectiveness suggest that contextual factors should be considered before
and after BNH implementation.
Purpose: This review aimed to identify, evaluate, and synthetize the qualitative literature on the barriers to
and facilitators of BNH as experienced by nurses and patients.
Methods: The Joanna Briggs Institute meta-aggregation method was applied. A systematic search was per-
formed to identify qualitative studies published from inception to June 30, 2020. Two independent researchers
assessed methodological quality and extracted data.
Results: Twenty-four articles were included, comprising 161 findings, and 5 synthesized findings emerged
with a moderate level of confidence.
Conclusions: BNH ensures patient safety and increases satisfaction and recognition among patients and
nurses. This evidence on the barriers to and facilitators of BNH could help health care providers who have
implemented or plan to implement this practice.
Keywords: implementation science, meta-aggregation method, patient handoff, quality of health care,
systematic review

The term “handover” refers to a routine
nursing activity during which information,

professional responsibility, and accountability
for the care of patients are transferred due to a
transition in care.1 Handovers can be performed
in different ways2 and occur up to 3 times per
day across different settings when patients are
admitted, transferred, or discharged from or
within health care providers. This process is
complex and has been widely recognized as a
time-consuming, potentially risk-laden activity,
representing a challenge in clinical practice

Author Affiliations: Department of Public Health and Pediatrics,
University of Torino, Torino, Italy (Drs Clari, Conti, and Campagna
and Ms Martin and Mr Dimonte); and Department of Surgery,
Città della Salute e della Scienza University Hospital, Torino, Italy
(Ms Chiarini).

The authors declare no conflicts of interest.

Supplemental digital content is available for this article. Direct URL
citations appear in the printed text and are provided in the HTML
and PDF versions of this article on the journal’s Web site
(www.jncqjournal.com).

Correspondence: Alessio Conti, PhD, RN, Department of Public
Health and Pediatrics, University of Torino Via Santena 5 bis,
10126 Torino, Italy ([email protected]).

Accepted for publication: February 15, 2021

Published a

Article Matrix and Analysis

Student Name __________________________________

PICO Question ___________________________________________________________________

Search process :

Search terms:

Data bases:

Total number of articles obtained from search results: N=

Number of articles initially excluded based on abstract reading: N=

Number of articles reviewed: N=

Number of articles excluded based on criteria: N=

Inclusion Criteria:

Exclusion Criteria:

Number of systematic reviews or meta analyses used in Matrix- N =

Repeat this table – one for each article you are review. DO NOT double space in the table

The matrix and analysis assignment to submit consists of : 1). introduction describing the search process for this topic, 2). the review table (1 for each article = 5), 3). summary analysis, 4). reference page and 5). PDF copies of the articles – list by 1st author name as attachments

Author, year; Credentials Article #1


If credentials not identified- just state here, or identify place of employment

Article Focus/Title

Research Design/Intervention (describe intervention)

Level of Evidence and model used to grade evidence

Evaluation Tool (CASP or others- identify tool used)

Sample/# of subjects, how recruited, power analysis?

Data Collection procedure

Instruments and

Reliability/validity

of instruments

Data Analysis- id statistics, LOM, findings

Results

Discussion/

Significance of findings

Reliability and Validity of study, limitations

Helpful/Reliable

Compared to other articles

Assignment — Matrix Table and Summary 

·
Due Sep 20 by 10:59pm CST

·
Points 100

Overview VT of Matrix Assignment:  

This assignment will require you to take the PICO,
5 research articles and place them in a table for analysis.  You will critique each article and identify the most important parts of the research, analysis, and findings.

Then you will summarize the articles by grading the research and identifying gaps in the literature as well as possible interventions (see grading rubric and examples).

This will serve as the foundation for the work you will do in the Project/Practicum courses. As you work with your preceptor and finalize your capstone project, you will continue to build on this material.  This assignment will be graded within 3-4 days of due date, with feedback provided once all grading has been completed. 

This assignment enables the learners to meet Course SLO #1, 2, 3, 4  

Instructions:

1. Identify your PICO or research question of interest

2. Gather 5 
research articles on your topic: 
be sure to save them and submit them along with the matrix;  please make sure they are PDF documents.

3.
Do not use clinical guidelines or Cochran Reviews, abstracts, or  poster presentations.  You can search for research only by indicating “research” when you do an advanced search.  If you can’t answer a lot of the questions, it is probably not a research article.  

4.
We do not recommend that you use more than one systematic review or meta analysis.  These are harder to evaluate because they have so much more information in them.  Remember it is not individuals in these studies- it is there articles.  Use the articles to find individual studies that may be easier to understand and use.

5. Review sample matrices and summaries

6. Use matrix table- one for each article and critique the parts of the article using the rubric

7.  Be sure to identify the evaluation tool used to grade the evidence such as (See below for grading the evidence tools)

8. Identify where there are issues with the articles and what gaps were not addressed with the research; be prepared this may change the way you look at your topic or may result in a slightly different direction for your area of interest. This is ok- that is what you want to accomplish with this assignment. It will really assist you as you move forward with your project.

9. For this assignment you will turn in the matrix tables, summary, references and pdf copies of your 5 articles. 

10.
Key definitions:

1.
Level of evidence:  the process used to evaluate the level of evidence of your articles- such

This assignment will require you to take the PICO, 5 research articles and place them in a table for
analysis. You will critique each article and identify the most important parts of the research, analysis,
and findings.

Then you will summarize the articles by grading the research, and identifying gaps in the literature as
well as possible interventions (see grading rubric and examples).

This will serve as the foundation for the work you will do in the Project/Practicum courses. As you
work with your preceptor and finalize your capstone project, you will continue to build on this
material. This assignment will be graded within 3-4 days of due date, with feedback provided once all
grading has been completed.

This assignment enables the learners to meet Course SLO #1, 2, 3, 4

Instructions:

1. Identify your PICO or research question of interest
2. Gather 5 research articles on your topic: be sure to save them and submit them along with the

matrix; please make sure they are PDF documents.
3. Do not use clinical guidelines or Cochran Reviews, abstracts, or poster presentations. You

can search for research only by indicating “research” when you do an advanced search. If
you can’t answer a lot of the questions, it is probably not a research article.

4. We do not recommend that you use more than one systematic review or meta analysis. These
are harder to evaluate because they have so much more information in them. Remember it is not
individuals in these studies- it is there articles. Use the articles to find individual studies that may
be easier to understand and use.

5. Review sample matrices and summaries
6. Use matrix table- one for each article and critique the parts of the article using the rubric
7. Be sure to identify the evaluation tool used to grade the evidence such as (See below for grading

the evidence tools)
8. Identify where there are issues with the articles and what gaps were not addressed with the

research; be prepared this may change the way you look at your topic or may result in a slightly
different direction for your area of interest. This is ok- that is what you want to accomplish with this
assignment. It will really assist you as you move forward with your project.

9. For this assignment you will turn in the matrix tables, summary, references and pdf copies of your
5 articles.

10. Key definitions:
1. Level of evidence: the process used to evaluate the level of evidence of your articles- such

as Jones Hopkins, Cincinnati Children’s evaluation etc,
2. Evaluation tool: use the method and describe how you arrived at the scoring or knowing that

the article included all content it needed to- such as CASP;
3. Instrument: What type of instrument or tool was used in the article? This could be a

depression screening tool, Nurse satisfaction tool etc.

FAQ about Matrix
Here are some answers to questions that students have asked about the Matrix assignment:

1. You will essentially be doing a critique of each of the 5 quantitative research articles, using
the table provided (1 table per article = 5), analyzing your articles. So you will have the introduction
describing your search, 5 tables, and 1 summary + references.

2. Choose one of the evaluation tools to assist you in evaluating the articles- choose a specific tool
based on the type of research that was used- match the evaluation tool to the article. You only need to
use one tool. These are ones such as Johns Hopkins, Cincinnati Children’s Medical Center. JBI, etc.
They are identified on the instructions with links.

3. The initial questions on the matrix- key words, inclusion/exclusion information etc only
needs to be completed one time- as it was this search that enabled you to find the articles.

4. This is a BIG assignment so make sure you get started now. Use single space in the table-
otherwise it will take up too much space. The information does not need to be complete sentences in
the tables. The summary needs to follow APA and use complete sentences.

5. Based on this review, you may need to change or reframe your PICO/T question. That
frequently is the outcome of doing an in-depth analysis such as this. Changing your PICO/T is not
something you need to do for this assignment. You may do it and get feedback from your faculty, but it
is not required. You should discuss in the summary that based on your review and the findings, the
PICOT will need to be changed.

6. As long as you identify the authors of the articles used in the critique and include the citation in the
reference list you will be fine for the matrix. Just be sure to paraphrase information you put into the
table- do not cut/paste into the table. You may have some tables that are longer so the tables may
run into the next page at times depending on how much you write.

7. For the evaluation tool portion of the Matrix I have chosen to use the Joanna Briggs Institute
Appraisal tool for the majority of my articles. With this tool are the results simply Include or Exclude in
contrast to the CASP Checklist where a score is given? Answer: You could just identify the number
of questions that were addressed- so 9/11 or 5/10 or whatever you found.

8. There is not a mixed methods appraisal for CASP or the Joanna Briggs organizations. Here is a
link to a mixed method checklist. See if that works for you. If this doesn’t work, then choose the
predominant method- generally the 1st one they use- and use that checklist.

Mixed Methods Appraisal Tool

9. For the first column in the table, the authors/credentials/year, if there are a large number of
authors, can we use et. al. after listing the first 6 as in APA format, or do you prefer all authors listed
bec

FAQ about Matrix
Here are some answers to questions that students have asked about the Matrix assignment:

1. You will essentially be doing a critique of each of the 5 quantitative research articles, using
the table provided (1 table per article = 5), analyzing your articles. So you will have the introduction
describing your search, 5 tables, and 1 summary + references.

2. Choose one of the evaluation tools to assist you in evaluating the articles- choose a specific tool
based on the type of research that was used- match the evaluation tool to the article. You only need to
use one tool. These are ones such as Johns Hopkins, Cincinnati Children’s Medical Center. JBI, etc.
They are identified on the instructions with links.

3. The initial questions on the matrix- key words, inclusion/exclusion information etc only
needs to be completed one time- as it was this search that enabled you to find the articles.

4. This is a BIG assignment so make sure you get started now. Use single space in the table-
otherwise it will take up too much space. The information does not need to be complete sentences in
the tables. The summary needs to follow APA and use complete sentences.

5. Based on this review, you may need to change or reframe your PICO/T question. That
frequently is the outcome of doing an in-depth analysis such as this. Changing your PICO/T is not
something you need to do for this assignment. You may do it and get feedback from your faculty, but it
is not required. You should discuss in the summary that based on your review and the findings, the
PICOT will need to be changed.

6. As long as you identify the authors of the articles used in the critique and include the citation in the
reference list you will be fine for the matrix. Just be sure to paraphrase information you put into the
table- do not cut/paste into the table. You may have some tables that are longer so the tables may
run into the next page at times depending on how much you write.

7. For the evaluation tool portion of the Matrix I have chosen to use the Joanna Briggs Institute
Appraisal tool for the majority of my articles. With this tool are the results simply Include or Exclude in
contrast to the CASP Checklist where a score is given? Answer: You could just identify the number
of questions that were addressed- so 9/11 or 5/10 or whatever you found.

8. There is not a mixed methods appraisal for CASP or the Joanna Briggs organizations. Here is a
link to a mixed method checklist. See if that works for you. If this doesn’t work, then choose the
predominant method- generally the 1st one they use- and use that checklist.

Mixed Methods Appraisal Tool

9. For the first column in the table, the authors/credentials/year, if there are a large number of
authors, can we use et. al. after listing the first 6 as in APA format, or do you prefer all authors listed
bec

DNP 816: PICOT QUESTION

PICOT Format

• P = Patients with Anxiety Disorder.

• I = video conference call offering coping support.

• C = as opposed to no phone call.

• O = Increased the patient’s confidence in managing anxiety disorder

• T = six months


PICOT QUESTION

In patients with anxiety disorder (P), would a follow-up video conference call offering coping support (I), as opposed to no phone call (C), increase the patient’s confidence in managing anxiety disorder (O) over the span of six months (T)?

Author, year; Credentials Article #1


If credentials not identified- just state here, or identify place of employment

Article Focus/Title

Research Design/Intervention (describe intervention)

error: Content is protected !!