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Background: Scholarly writing is an essential skill for a doctorally prepared nurse. Despite the importance of writing, there are limited data on how best to support students in the process of writing skill acquisition. This article describes the development, growth, and effects of a writing support program for graduate nursing students. Method: A writing support program was initiated with a focus on providing discipline-specific support. Activities included oneon-one coaching, workshops, and collaboration with faculty to offer writing content within or alongside courses. Results: Student and faculty evaluations show the benefits of the writing support program to enhance student confidence and skill in writing. Conclusion: Development of a writing support program has provided a valuable resource to graduate students and faculty in the school of nursing. Writing must be intentionally included in doctoral programs and supported with an array of practices including discipline-specific feedback. [J Nurs Educ. 2023;62(4):253–256.] [ABSTRACT FROM AUTHOR]

This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. [ABSTRACT FROM AUTHOR]

Background: Game-based learning has attracted much attention in education in recent years due to its ability to increase student motivation and engagement in learning. This study reviewed the literature to answer the research questions: What learning outcomes have been linked to games in nursing education? What are potential gaps in the field's knowledge regarding games in nursing education? Method: A systematic literature search was completed in CINAHL and Google Scholar from 2009–2019 with the keywords of A systematic literature search was completed in CINAHL and Google Scholar from 2009–2019 with the keywords of games, gaming, and nursing education. Results: A total of 49 papers were identified; of these, 34 were excluded, and 15 empirical studies were evaluated. The majority reported beneficial learning outcomes, such as increased knowledge, higher test scores, and positive student comments. Several methodological weaknesses were noted, such as small sample sizes, convenience samples, and lack of control groups or randomization. Conclusion: Games have the potential to prepare new nurses for improved clinical decision making. More robust research methodologies are needed to confirm best practices for educators. Games have the potential to prepare new nurses for improved clinical decision making. More robust research methodologies are needed to confirm best practices for educators. [[J Nurs Educ. 2020;59(7):375–381.] [ABSTRACT FROM AUTHOR]

The article offers geriatrics research for older adults medication management news briefs including the certain medications used to treat high blood pressure reduce the risk for developing dementia, and the hypertension treatment improves a range of health outcomes for high blood pressure safely.

Fadiman's work of literary journalism, The Spirit Catches You and You Fall Down, was used as a case study to teach transcultural and other nursing concepts to undergraduate nursing students. Campinha-Bacote's model of cultural competence was used to organize transcultural nursing concepts in the course. Before and after the course, students completed assessments consisting of two cultural attitude questionnaires and a paper describing a personal experience with adherence and failure to adhere by a Mexican American client. After reading Fadiman's book and completing several short writing assignments examining key course concepts, student scores on the questionnaires were mostly unchanged. However, students demonstrated growth in cultural awareness and skill in their 'after' papers. Results suggest that valid, reliable tools are needed to detect changes in cultural competence. Qualitative data suggest that students can begin the process of becoming culturally competent through the creative use of literature in nursing education. [ABSTRACT FROM AUTHOR]

The article focuses on the challenges and complexities involved in transitioning newly prepared clinicians, particularly nurses, into practice. Topics include the variations in nursing education programs, the impact of different learning approaches such as simulation versus direct clinical experience, and the critical factors influencing the transition experience such as workplace environment, support systems, and evolving care models.

Professional development specialists can support career progression by coaching nurses on resume development and providing interview tips. Using the acronym PICC ME can provide practical strategies and enable nurses to prepare for interviews and be chosen among candidates for a desired role. [J Contin Educ Nurs. 2021;52(11):502–504.] [ABSTRACT FROM AUTHOR]

Background: In response to the development of the Quality and Safety Education for Nurses (QSEN) competencies and noting lower standardized test scores, nursing faculty at a midwestern United States university developed three safety and quality labs throughout a traditional baccalaureate curriculum. Method: These labs intentionally integrated the QSEN competencies and occurred over three semesters of the nursing program. Students' learning activities aligned with the QSEN competencies and were leveled across the labs. Results: Throughout all the labs, all six QSEN competencies provided a framework for students to learn the knowledge, skills, and attitudes essential to the profession of nursing. Students spent most of their time in the labs learning the QSEN competency of safety, followed by teamwork and collaboration, quality improvement, patient-centered care, informatics, and evidenced-based practice. Conclusion: The QSEN competencies provided a framework to teach pre-licensure nursing students the knowledge, skills, and attitudes essential in the profession of nursing. Safety and Quality I focused on foundational skills and individual patient safety. Safety and Quality II introduced intermediate skills with an emphasis on safety. The third and final lab introduced students to advanced quality improvement, teamwork and collaboration, and system safety. After the completion of the labs, the students stated they had gained knowledge and confidence in the application of all six QSEN competencies. [J Nurs Educ. 2021;60(9):526–528.] [ABSTRACT FROM AUTHOR]

Background: Nurse practitioners are required to navigate complex health care systems. Quality improvement (QI) projects provide the opportunity for nurse practitioner students to learn systems knowledge and improve health care outcomes in patient populations. A gap in the literature exists around how to systematically teach, apply, and measure QI curricular objectives at the master's level. Method: Six faculty evaluated the QI project for the psychiatric nurse practitioner master's program by identifying the most challenging QI concepts for students to apply, revising their teaching strategies to address gaps, and retrospectively evaluating the outcomes of these curriculum changes by comparing student outcomes before and after the curricular changes. Results: A significant difference was noted on QI project performance between students in the 2014 and 2015 graduating classes, measured by the scores earned on students' final papers (t[92] = 1.66, p = .05, d = .34, r2 = .0289). Conclusion: Theoretical principles of adult and cooperative learning were used to inform curricular changes to enhance student's acquisition of QI skills. [ABSTRACT FROM AUTHOR]

The article discusses the artwork of Clara Forner Martinez, a 12-year-old winner of the Miradas Infantil 2023 art contest, who symbolizes the creation of Michelangelo through a colorful representation of an eye.

The article features artist Alejandro Martinez Garcia and his work showing the face of a blind man.

Photorefractive keratectomy (PRK) was the first excimer laser procedure developed to treat refractive errors. The safety and efficacy of PRK established it as one of the most performed corneal refractive procedures worldwide. With the introduction of laser in situ keratomileusis (LASIK), and more recently keratorefractive lenticule extraction (KLEx) procedures, many corneal surgeons favor these newer corneal procedures as the first choice due to faster visual rehabilitation and less discomfort during the early postoperative period. Importantly, however, PRK remains a viable alternative for most corneal refractive candidates and there are many situations in which PRK remains the refractive procedure of choice. This review addresses the technical evolution of PRK—mechanical epithelial debridement versus alcohol-assisted epithelial removal versus excimer laser-assisted epithelial debridement (transepithelial) PRK—and reports the PRK refractive outcomes compared to other keratorefractive laser procedures. The corneal wound response associated with each PRK technique and the indications, limitations, and complications of PRK are reviewed to aid refractive surgeons to best position PRK in their overall practice. [J Refract Surg. 2024;40(10):e754–e767.] [ABSTRACT FROM AUTHOR]

Purpose: To evaluate clinical outcomes following contralateral implantation of a diffractive extended depth of focus (EDOF) and a hybrid EDOF-multifocal intraocular lens (IOL) with a violet filter in a U.S.-based population. Methods: In this prospective, non-comparative study, 60 eyes of 30 patients aged 40 years and older underwent bilateral cataract surgery and implantation of a DXR00V IOL (Tecnis Symfony OptiBlue) in the dominant eye and a DFR00V (Tecnis Synergy) IOL in the non-dominant eye. Outcome measures included uncorrected (UDVA) and corrected (CDVA) distance visual acuity, distance-corrected intermediate (DCIVA, 66 cm), near and very near visual acuity (DCNVA, 40 and 33 cm), and patient-reported outcomes. Results: At 6 months postoperatively, binocular mean UDVA and CDVA were −0.10 ± 0.07 and −0.11 ± 0.05 logarithm of the minimum angle of resolution (logMAR), respectively. The mean DCIVA was 0.26 ± 0.08 logMAR in the DXR00V eyes and 0.23 ± 0.06 logMAR in the DFR00V eyes. The mean DCNVA at 40 and 33 cm were 0.28 ± 0.12 and 0.30 ± 0.15 logMAR, respectively, in the DXR00V eyes and 0.07 ± 0.08 and 0.07 ± 0.10 logMAR, respectively, in the DFR00V eyes. The mean binocular DCIVA and DCNVA at 33 and 40 cm were 0.18 ± 0.05, 0.06 ± 0.08, and 0.06 ± 0.07 logMAR, respectively. The percentages of patients achieving spectacle independence at far, intermediate, and near distances were 100%, 100%, and 81%, respectively. Conclusions: Contralateral implantation of the diffractive EDOF and a hybrid EDOF-multifocal IOL yielded excellent binocular visual acuity at all distances, as well as high patient satisfaction and functional performance on visual tasks. [J Refract Surg. 2024;40(10):e699–e705.] [ABSTRACT FROM AUTHOR]

Background: Hot debriefing occurs shortly after simulations or real-life events, whereas cold debriefings occur after 24 hours. This integrative review examined the effects of hot versus cold debriefing after simulation on prelicensure students. Method: Whittemore and Knafl's five-stage method was followed. Databases searched included PubMed, CINAHL, Scopus, and PsycINFO. The inclusion criteria were studies published in English that involved prelicensure nursing students and measured the effect of hot or cold debriefing. Results: Themes emerged from 10 studies and included clinical judgment and decision making, knowledge and skills, participant experiences, reflection, and psychological safety and self-efficacy. Conclusion: Hot debriefing was preferred by participants, but cold debriefing resulted in higher knowledge and skills scores. In addition, students in the cold debriefing group were more conformable and in a safe environment compared with the hot debriefing group. Drawing a strong conclusion was difficult due to heterogeneity in study designs and methods. [J Nurs Educ. 2024;63(10):653–658.] [ABSTRACT FROM AUTHOR]

Background: Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV. Method: Eleven clinical facilitators were recruited for this study and participated in interviews. Transcribed data were probed, and thematic analysis was conducted. Results: Six major themes emerged that identified factors contributing to BN students' experience of WPV during clinical placements: (1) setting; (2) university; (3) nursing students; (4) site staff; (5) patients; and (6) other factors. Clinical facilitators perceived WPV toward students as being a common yet complex issue due to multiple contributing factors. Conclusion: This study adds detailed knowledge regarding the factors that influence WPV directed toward BN students to inform the development of policies and procedures for reducing the incidence of WPV in the clinical setting. [J Nurs Educ. 2024;63(10):671–678.] [ABSTRACT FROM AUTHOR]

The 2023 American Academy of Pediatrics' "Clinical Practice Guideline for the Evaluation and Treatment of Children and Adolescents with Obesity (Obesity CPG)" is a comprehensive document that addresses the evaluation and treatment of pediatric obesity. Much attention has been focused on the use of medications and surgery to treat severe obesity, but the document also thoroughly reviews the evaluation of obesity and its comorbidities through key action statements and consensus recommendations. The majority of these evaluation guidelines are well within the scope of the general pediatrician and an understanding of and implementation of them can lead to improved obesity care in the primary care setting. The goal of this article is to guide the reader in the evaluation of obesity and its comorbidities in the primary care setting through a chronic disease model lens as a basis for all future care. [Pediatr Ann. 2024;53(10):e378–e385.] [ABSTRACT FROM AUTHOR]

Background: Catheters are commonly used in health care. As nurses play an active role in the prevention of catheter-related infections, their knowledge and attitudes on this subject are important. The goal of this study was to determine the effect of an educational intervention about catheter-related infection control precautions on nurses' knowledge levels and attitudes. Method: This study was a single-center randomized controlled trial. The intervention group (n = 35) received evidence-based face-to-face education. The control group (n = 35) received routine in-service training. The nurses' knowledge and attitudes were assessed before, immediately after, and 3 months after the education. Results: After the training, the intervention group had statistically higher total scores than the control group on both scales immediately after the training (p <.001 and p =.008, respectively) and 3 months after the training (p =.001 and p <.001, respectively). Conclusion: The evidence-based structured educational intervention about catheter-related infection prevention practices positively affected the knowledge and attitudes of surgical nurses. [J Contin Educ Nurs. 2024;55(10):479–486.] [ABSTRACT FROM AUTHOR]

We systematically reviewed the literature to investigate the clinical features of isolated arteritic retinal artery occlusion (A-RAO) associated with giant cell arteritis (GCA). The four primary types of A-RAO were central retinal artery occlusion (CRAO), hemi-central retinal artery occlusion (hCRAO), branch retinal artery occlusion (BRAO), and cilioretinal artery occlusion (CLRAO). The most reported presentation was unilateral CRAO, followed by bilateral CRAO, unilateral CLRAO, and bilateral BRAO. Most RAOs were accompanied by typical GCA signs and symptoms, which can help distinguish them from non-arteritic RAOs. When reported, temporal artery biopsy confirmed GCA in most cases. Patients with GCA may present with a broad spectrum of isolated unilateral and bilateral A-RAOs. [Ophthalmic Surg Lasers Imaging Retina 2024;55:536–540.] [ABSTRACT FROM AUTHOR]

We aimed to evaluate the anatomical and functional outcome of selective photocoagulation of idiopathic macular telangiectasia type 1 by navigated focal laser (Navilas, OD-OS GmBH). Consecutive patients with idiopathic macular telangiectasia type 1 were included in the analysis. All patients were treated with navigated focal laser, planned on multimodal imaging. Seven eyes of seven patients were retrospectively analyzed. Navigated laser photocoagulation of idiopathic macular telangiectasia type 1 successfully occluded the microaneurysms, inducing regression of macular edema and exudation, significative improvement in best-corrected visual acuity at 3 (P = 0.035) and 6 months (P = 0.034) and a decrease in central macular thickness at 3 (P = 0.01) and 6 months (P = 0.01). Patients with idiopathic macular telangiectasia type 1 are ideal candidates for navigated laser treatment. Navigated focal treatment has been shown to be effective and safe in occluding aneurysmal dilations without any side effects. [Ophthalmic Surg Lasers Imaging Retina 2024;55:545–551.] [ABSTRACT FROM AUTHOR]

Purpose: To understand whether a culture-based multicomponent cognitive training program is feasible and tolerable for persons with dementia (PWD) in day care centers in Taiwan, and to examine the effectiveness of a 16-week program in preventing declines in cognitive function and self-care, as well as the development of depressed mood and behavioral problems. Method: This study was a 4-month cluster randomized controlled trial. PWD (N = 56) who met sample selection criteria were recruited from five day care centers and assigned to the experimental or comparison group. Participants in the experimental group received a series of culture-based multicomponent cognitive training activities via research assistants and day care center caregivers for 16 weeks. Participants in the comparison group received usual daily activities. Time attending activities and degree of participation were used as criteria for determining feasibility and tolerability of the program. Results: Results confirmed the feasibility of culture-based multicomponent cognitive training activities if the activities were guided by caregivers. Results also showed participants in the experimental group had statistically significant improvements in cognitive function. Activities of daily living performance, depressed mood, and behavioral problems showed non-significant improvements. Conclusion: The current study suggests that this program can assist PWD in preventing declines in self-care and the development of behavioral and psychological problems, and improve their cognitive function. Further research with a larger sample size and staff training should be considered to test the effectiveness of this program. [Research in Gerontological Nursing, 17(5), 257–264.] [ABSTRACT FROM AUTHOR]

Purpose: To systematically identify knowledge patterns and gaps in the appropriateness of nursing home (NH) to emergency department (ED) transitional care for older adults with dementia. Method: A systematic search of multiple information sources was performed from July to August 2023 using predesigned search strategies. Results: From 13 articles, 54 identified pieces of specific care evidence were grouped into six major care domains: (1) Resource Support for Assessing Transfer Needs and Patient Status; (2) Resource Support, Shared Decision Making, and Early Advance Care Planning; (3) Standardized Multimodal Information Transfer; (4) Designated ED and NH Transition Coordinators; (5) Enhanced Interfacility Collaboration; and (6) Appropriate Transitional Care Education, Research, and Policy Beyond the Transfer Interface. Conclusion: A comprehensive, consensus-based body of evidence is lacking. Despite person-centered, standardized, and professional resources supporting transitional care, reorienting NH cultural models remains unclear. Gaps include evidence tailored to diverse participants and contexts. Thus, a focus on policies, education, and research is required. [Journal of Gerontological Nursing, 50(9), 37–45.] [ABSTRACT FROM AUTHOR]

Purpose: To describe successful strategies for the recruitment of diverse community-dwelling older adults for a technology-based fall risk assessment research study during the global coronavirus disease 2019 pandemic. Method: In this cross-sectional study, 124 adults aged ≥60 years agreed to participate. We used several recruitment strategies, including social media platforms, local community centers, flyers, contacting key persons, word of mouth, and contacting participants from previous research projects. Results: Targeted and personalized strategies for recruitment, including contacting a key community leader (52.4%, n = 65) and communication with friends and family members (46.7%, n = 58), were the most successful. One (0.8%) participant was recruited from a prior research project. In contrast, individuals were not recruited from posted flyers and social media. Conclusion: Recruitment can be improved with word of mouth and contacting key persons, such as community leaders, which can be achieved by building a trusted relationship between researchers and community leaders. [Journal of Gerontological Nursing, 50(9), 18–23.] [ABSTRACT FROM AUTHOR]

Background: Collaborative learning is an educational method widely used in nursing education that involves learners solving problems through teamwork. This study investigated the effects of using a metaverse virtual space for collaborative learning among nursing students. Method: A nonequivalent control group posttest design was used, and focus group interviews were conducted. This mixed-methods study included second-year nursing students (n = 43) divided into two groups. The intervention group used metaverse methods for the group projects and the control group used traditional methods. Results: Satisfaction with collaborative learning and peer evaluation of team projects were significantly higher in the intervention group compared with the control group. Participants' learning experiences were categorized into "unwelcome changes in the learning environment," "discovering the potential of a learning environment that encourages participation," and "tips for building a metaverse learning environment." Conclusion: Metaverse collaborative learning is a student-centered educational approach that fosters active interaction and addresses the shortcomings of traditional approaches. [J Nurs Educ. 2024;63(9):585–593.] [ABSTRACT FROM AUTHOR]

Purpose: To explore associations among psychological resilience, self-esteem, social support, and non-suicidal self-injury (NSSI) behaviors in adolescents receiving inpatient psychiatric care. Method: In this cross-sectional study, 505 Chinese adolescents (aged 10 to 19 years) receiving inpatient psychiatric care completed a general characteristics questionnaire, the Psychological Resilience Scale (PRS), Self-Esteem Scale (SES), and Child and Adolescent Social Support Scale (CASSS). Statistical tests were used to compare NSSI incidence, scale scores, and factors influencing NSSI. Results: The incidence rate of NSSI was 77.82% (n = 393). Total and dimension scores on the PRS, SES, and CASSS in the NSSI group were significantly lower than those in the non-NSSI group (p < 0.01). Binary logistic multifactorial regression analysis showed that participants who were female and aged 10 to 14 years were more prone to NSSI behavior (p < 0.05). Having close friends, high parental expectations, and moderate to high self-esteem were protective factors for NSSI behavior (p < 0.05). Conclusion: Nursing personnel should prioritize enhancing psychological resilience, self-esteem, and social support in adolescents receiving inpatient psychiatric care to mitigate the risk of NSSI and ensure the safety of hospitalized individuals. [Journal of Psychosocial Nursing and Mental Health Services, 62(9), 47–54.] [ABSTRACT FROM AUTHOR]

Purpose: Psychosocial distress negatively impacts coping and adaptation among young men (aged 18 to 44 years) who have sex with men (YMSM) with, or at risk of acquiring, HIV. However, the stressors and risky behaviors associated with psychosocial distress that impair viral suppression have not been clearly explicated. The current scoping review was conducted to explore the extant literature and identify research gaps. Method: PubMed and CINAHL were searched for peer-reviewed publications, with a total of eight articles meeting inclusion criteria. Results: Stressors that contributed to psychosocial distress included HIV+ status, stigma, discrimination, insufficient resources, exposure to community violence, and incarceration. Risky behaviors impacting viral suppression were condomless anal sex, drug use, and medication nonadherence. Conclusion: Understanding and addressing psychosocial distress is imperative for providing holistic care tailored to the unique health care needs of YMSM. A better understanding of stressors and associated risky behaviors will aid efforts to mitigate psychosocial distress and reduce viral load among YMSM. [Journal of Psychosocial Nursing and Mental Health Services, 62(9), 11–17.] [ABSTRACT FROM AUTHOR]

Purpose: Caring for a child or youth with special health care needs (CYSHCN) can be overwhelming. Parents and caregivers may experience psychosocial distress, such as depression, frustration, and hopelessness. The purpose of the current study was to gain further insight into families' perspectives on the psychosocial impacts of caring for CYSHCN to identify gaps in health care systems and strengthen systems of support. Method: A qualitative descriptive design was used in 16 parents and caregivers. Colaizzi's method of analysis and semi-structured interviews were used. Results: Six themes emerged from this study: (1) Stigma and Isolation, (2) Religion as a Coping Mechanism, (3) Financial Challenges, (4) Bearing the Burden, (5) Familial Denial, and (6) System-Related Concerns. Conclusion: Psychiatric–mental health nurses (PMHNs) are in a pivotal position to use their knowledge, skills, and experiences to guide families. PMHNs can also engage communities and enhance mental health promotion to break the stigma associated with having a CYSHCN. [Journal of Psychosocial Nursing and Mental Health Services, 62(9), 37–46.] [ABSTRACT FROM AUTHOR]

Background: New medical devices are frequently introduced at the point of care, and nursing competence in their management is critical for safe patient care. Industry vendors often provide on-the-job in-services for new devices within the constraints of clinical priorities, yet these in-services are not usually monitored or systematically coordinated with stakeholders. Method: This project employed quick response (QR) codes and best practices in instructional design in a partnership with vendors to develop and evaluate the impact of an in-service for a new medical device on nursing competence. An online survey measured usefulness, knowledge, and the change in self-perceived competence. Discussion: A total of 536 nurses participated, and 91.2% correctly answered five or six of six questions about device management. The proportion of nurses rating their competence as no experience decreased from 21.2% to 4.5%, and ratings for can do independently/competent increased from 37.6% to 60.2%. Conclusion: The use of QR codes offers novel solutions to evaluate how structured, on-the-job education can positively impact nursing practice around medical devices. [J Contin Educ Nurs. 2024;55(9):425–432.] [ABSTRACT FROM AUTHOR]

Background: Nursing practice is continuously evolving, requiring nurses to update their knowledge and skills. A common approach in nursing education is simulation-based training. Although its effectiveness was studied in a sample of undergraduate students, evidence of its effectiveness in nursing continuing education is lacking. This review examined the effectiveness of simulation-based instruction in advancing nursing proficiency in lifelong or continuing learning. Method: Searches of EMBASE, MEDLINE via PubMed, Web of Science, and Google Scholar were performed. Studies conducted between 2000 and 2023, focusing on postregistration or postlicensure nurses undergoing simulation-based training to improve their nursing proficiency, were considered for review. The quality of the studies was assessed using the transparency, accuracy, purpose, utility, propriety, accessibility, and specificity (TAPUPAS) criteria. Data were synthesized with narrative summaries. Results: A total of 14 studies with a total sample size of 1,204 nurses met the eligibility criteria. Studies showed that simulation-based instruction in nursing continuing education improves knowledge and skills. Some studies showed disagreements on the effectiveness of simulation-based training on other factors. Conclusion: Embracing high-fidelity simulation in continuing education is crucial for advancing proficiency. Tailoring simulation scenarios to specific competency domains is recommended to address variations in outcomes. Policymakers are encouraged to integrate simulation into education policies and support ongoing research to refine best practices and align policies with evolving nursing needs. [J Contin Educ Nurs. 2024;55(9):433–441.] [ABSTRACT FROM AUTHOR]

The article presents the discussion on rapid rise in glucagon-like peptide-1 receptor agonist use for diabetes and weight loss has raised concerns about potential risks during procedures involving anesthesia, leading to conflicts between anesthesiologists and gastroenterologists. Topics include adverse gastrointestinal effects, differing medical recommendations for halting these medications before procedures; and the impact on patient care.

The article presents the author's views on handling the threats to trust in science.

Background: Many articles written about the PICOT (Many articles written about the PICOT (Population, Intervention, Comparison, Outcome, Time) method for developing research questions focus on searching the existing evidence base to review the impact of interventions. The PICOT method evolved to craft questions that yield operative search terms. Currently, the PICOT method falls short in its utility for health care and doctoral education. For example, the Doctor of Nursing Practice scholarly practice projects evaluate the existing evidence base and compare the current real-world state with the evidence base, for which the current conceptualization of the PICOT method has limited applicability. Method: The PICOT-D adds digital data (D) components to the traditional PICOT, allowing for the explicit identification of data measures that form the basis of the evaluation of an intervention. Results: the PICOT-D has the potential to improve student efficiency, efficacy, and confidence in the development of truly answerable questions that fully support improved patient care and systems-level change. Conclusion: This article demonstrates the need for the evolution of the PICOT format to the PICOT-D format. [This article demonstrates the need for the evolution of the PICOT format to the PICOT-D format. [J Nurs Educ. 2015;54(10):594--599.] [ABSTRACT FROM AUTHOR]