Identifying a Problem.

Are the patients in acute care settings (P) who have limited mobility (I) compared with those in long term care facility (C) at higher or lower risk of developing pressure ulcer (O) during their stay (T)?
References you can use (still need to come up with more and preferably research-based articles).
1.    Apostolopoulou, E., Tselebis, A., &Terzis, K. (July 1, 2014). Pressure ulcer incidence and risk factors in ventilated intensive care patients.Health Science Journal. 8 (3): 333-42. Retrieved on December 12, 2014, from http://eds.a.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=7cb05b6e-7537-47d2-b3f4-2fbb2733f2c5%40sessionmgr4003&vid=9&hid=4203
2.    Balzer, K., Kremer, L., &Junghans, A., (2013). What patient characteristics guide nurses’ clinical judgment on pressure ulcer risk? A mixed methods study. International Journal of Nursing Studies 51 (2014) 703–716. Retrieved on December 12, 2014, from http://eds.a.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=7cb05b6e-7537-47d2-b3f4-2fbb2733f2c5%40sessionmgr4003&vid=3&hid=4203
3.    Goodman, B. L., Schindler, A., & Washington, M. (April 1, 2014). Factors in rehospitalisation for severe pressure ulcer care in spinal cord injury/disorders. Journal of Wound Care 23 (4): 165-75. Retrieved on December 12, 2014, from http://eds.a.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=7cb05b6e-7537-47d2-b3f4-2fbb2733f2c5%40sessionmgr4003&vid=12&hid=4203
4.    Sving, E., Idvall, E., &Högberg, H. (2014). Factors contributing to evidence-based pressure ulcer prevention. A cross-sectional study. International Journal of Nursing Studies 51 (2014) 717–725. Retrieved on December 12, 2014, from http://eds.a.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=7cb05b6e-7537-47d2-b3f4-2fbb2733f2c5%40sessionmgr4003&vid=14&hid=4203
5.    Waugh, S. M. (2014). Attitudes of Nurses Toward Pressure Ulcer Prevention: A Literature Review. MEDSURG Nursing, 23 (5): 350-7. Retrieved on December 12, 2014, from http://eds.a.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=7cb05b6e-7537-47d2-b3f4-2fbb2733f2c5%40sessionmgr4003&vid=17&hid=4203

Preview and utilize the “Topic 1 Checklist” (see the end of this paper). This resource will assist you in organizing your work and will provide additional information regarding the assignment.
Consider the clinical environment in which you are currently working (HOSPITAL/Acute settings). Collaborate with a leader or educator in the clinical environment to identify a problem, issue, or educational deficit upon which to build a proposal for change.
In a paper describe the nature of the problem, issue, or educational deficit. Include the following in your discussion:
1.    The setting and/or context in which the problem, issue, or educational deficit can be observed.
2.    Detailed description of the problem, issue, or educational deficit.
3.    Impact of the problem, issue, or educational deficit on the work environment, the quality of care provided by staff, and patient outcomes.
4.    Gravity of the problem, issue, or educational deficit and its significance to nursing.
5.    Proposed solution to address the problem, issue, or educational deficit.
Prepare this assignment according to the APA guidelines

Topic 1: Checklist
Identifying a Problem, Developing a Question, and Selecting Sources of Literature
Instructions:
This checklist is designed to help students organize the weekly exercises/assignments to be completed as preparation for the final, capstone project proposal. This checklist will also serve as a communication tool between students and faculty. Comments, feedback and grading for modules 1-4 will be documented using this checklist.
Topic    Task    Completed
Identifying a
Problem
•    Explains setting and/or context in which nursing problem is observed.
•    Detailed description of problem, issue, or educational deficit provided.
•    Impact of problem on work environment and patient outcomes described.
•    Significance to nursing profession discussed.
•    Solution to the problem identified.

Developing a Question    •    Identified components of PICOT:
P – Population of Focus
I  –  Intervention
C –  Comparison
O –  Outcome
T-Time
•    Developed PICO question/statement.
•
Selecting Sources of Literature    •    Rapid Appraisal Performed (see below) on a minimum of 15 peer-reviewed articles.

Rapid Appraisal
Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):
1)    How does each article describe the nature of the problem, issue, or deficit you have identified?
2)    Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
3)    Example(s): morbidity, mortality, rate of incidence or rate of occurrence in the general population.
4)    Does each article support your proposed change?