Developed PICOT question

4 articles addressing PICOT question

Summary related to the strengths and weakness found in the articles reviewed.

summarize these articles using the grading criteria and example EBP grid provided. The requirements included are levels and strengths of evidence, how well the studies were conducted (who, what, where, when, why, how), how well the articles address the PICOT question, and gaps. After appraising research articles and completing the EBP grid, the students will then write a summary of findings, discuss what policies and procedures should be developed, revised, or continued based on what was learned from the development of the PICOT question and the review of articles.

Chosen PICOT question: “Will replacing chips containing monosodium glutamate with baked chips, decrease the # of times redirection is required in elementary students with ADHD in 3 months?”

Chosen 4 Articles:

Chakraborty, S. (2019).  Patho-physiological and toxicological aspects of monosodium glutamate. 29:6, 389-396. DOI:  

Ghanizadeh, A., & Haddad, B. (2015). The effect of dietary education on ADHD, a randomized controlled clinical trial. Annals of General Psychiatry, 14(1), 1–7.

Fernstrom JD. Monosodium Glutamate in the Diet Does Not Raise Brain Glutamate Concentrations or Disrupt Brain Functions. Ann Nutr Metab. 2018;73 Suppl 5:43-52. doi: 10.1159/000494782. Epub 2018 Dec 3. PMID: 30508818.

Naaijen, J., Bralten, J., Poelmans, G., IMAGE consortium, Glennon, J. C., Franke, B., & Buitelaar, J. K. (2017). Glutamatergic and GABAergic gene sets in attention-deficit/hyperactivity disorder: association to overlapping traits in ADHD and autism. Translational psychiatry, 7(1), e999.  

Grading Rubric:

· The PICOT question effectively and clearly identifies, all relevant parts of the question.

· Four research articles were discussed in depth with clear and concise information provided all of the information requested within the grid.

· Summary discussion results presented clearly and concisely including the descriptions of the strengths and weaknesses.

· Specific policies and procedures needing to be developed or reviewed are identified.

· Thoughts are logically organized without errors in spelling, grammar, or punctuation.

· APA formatting used for all citations and reference listings with no errors.

· 6/7 pages need

· also need to fill the below table of each articles

Separately Next,

2. Write discussion of the application of evidence to your own practice. Explain how you are going to use the information learned during this assignment in your own nursing practice. The document should be no more than one page in length.

Discussion Rubric:

· Individualized: Student links evidence in paper to personal practice and identifies where and how they will implement into practice.

· Examples: Student provides at least two examples of how they will implement the information into their personal practice.

· Assignment Strategies Learned: Student identifies strengths and weaknesses of their team dynamics and how what they have learned will be implanted into their own personal practice with a nursing team.

· Quality: Paper is 1 page in length. No less than 3⁄4 of a page and no more than 1and 1⁄2 pages for this discussion rubric.

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P (Population of Interest): elementary children with ADHD that ingest monosodium glutamate

I (Intervention of Interest): replacing with backed chips

C (Comparison of Interest): monosodium glutamate

O (Outcome of Interest): decrease no of times reduction is needed

T (Time): 3 months

Full Citation/ Level of Evidence/ Evaluation of Strength of The Evidence	Sample Size, Sampling Method, Population	Research Design	Type of Agency, State, Country of Study	Year Research Completed	Research Purpose/ Question	Data Collection, Tool Used With Validity And Reliability, Statistical Tests, Quality Control	Results/ Conclusions, How Addresses The PICOT Question	How Does It Not Address The PICOT Question, What Did The Researchers State Still Needed To Be Studied
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