Topical Area: Within the evidence-based practice/research course offered to undergraduate nursing students, this topic will involve developing research/practice questions and learning to search for and identify research articles appropriate to answering those questions. The objectives for this course are located in the AACN Essential III: Scholarship for Evidence-Based Practice (AACN, 2013).

The first unit will cover developing the practice-related question. At the end of the unit, learners will:
1. Recognize the importance of first assessing the components of the practice-related problem before beginning the search for evidence.
2. Describe the four components of the PICO question model.
3. Demonstrate the ability to develop a well-built PICO question for a patient or population level nursing practice-related problem.

For lesson-level objective 2 (Describe the four components of the PICO question model), the following instructional methods will be used:

1. Lecture – verbally transmitting and describing the four components of the PICO question to the class body as a whole supplemented with handout. The major limitation to this instructional method is the passive role of the learner. The advantage of the lecture format is that is effective for organizing patterns for the learner and useful for providing foundational background information prior to subsequent learning (group discussion or practice with a skill). This is useful in helping the students understand the components of the PICO question because the instructor can walk-through the components in an organized manner.

2. Self-instruction – instructional activities will guide the learner in independently learning the four components of the PICO question. This will be accomplished through assigned reading and and self-study. A module will be designed that guides the students through reading materials with examples of PICO questions broken into their four components. The major advantage is that self-instruction allows for self-pacing, where students can study at their own pace and until they believe they have mastered the material. A major limitation is that this method requires high levels of motivation. Unless the students will be required to reproduce the learned material (in the form of a test or assignment), they may not be motivated to complete the module.

3. Gaming – learners will participate in a jeopardy game, where they will be given a PICO question and asked to match the components of the question to the component name. The game will be designed to involve a group of players. An advantage of gaming is that this method is fun and engaging. A major limitation is the creation of a competitive environment that may threaten some student’s ability to learn.

4. Group discussion – learners will engage with the instructor and other students in a discussion about the components of the PICO question. A PICO question will be provided at the beginning of the discussion as well as a handout listing the components and their definition. The example question will assist in developing the discussion. An advantage of group discussion as an instructional method is that it is both learner centered and subject centered. Students are engaged in the discussion and encouraged to share their own experiences, creating an active learning experience. A limitation is that one or more members may dominate the discussion and, thereby, limit learning in the less-active students. This may be moderated by the instructor if the instructor is aware of it.