A nursing practice problem is discovered through nursing evaluations of a patient’s state, whereas a medical practice problem is focused on the patient’s pathology. A nursing practice problem analyzes the human response to health situations in particular (Milner & Cosme, 2017). When a patient arrives at the institution with headaches, fever, and other physical symptoms, a nurse practitioner may recognize the situation as a nursing practice issue and provide the patient with the appropriate nursing diagnosis. When a patient is found to have a disease that necessitates an assessment of their pathology, and the healthcare provider realizes that it might be a stroke, this is a medical practice issue.
Because a PICOT is designed to address many aspects of nursing care, it should be based on a nursing practice problem instead of a medical practice problem. The patient’s care demands are handled in the nursing practice problem from when they leave the healthcare environment to when the doctor diagnoses them to after-care periods (Milner & Cosme, 2017). In addition, there is a collection of facts about the patient in the nursing practice problem, which aids in drawing meaningful conclusions based on the PICOT questions. It is simple to acquire a variety of facts on the patient and their condition this way. The PICOT is also more likely to promote population health with the nursing practice issue.
There is no correct or wrong diagnosis for each patient and their demands because both are appropriately delivered and examined. Understanding where each diagnosis is concentrated will assist the patient and their family in completely comprehending how a medical diagnosis can complement a nursing diagnostic and vice versa (Milner & Cosme, 2017). A nursing diagnostic evaluates and detects the hazards and, more critically, the patient’s requirements. Furthermore, a nurse works in a variety of contexts. It is a clinical setting, such as a hospital, and then a home setting after the patient is discharged from the hospital for any possible risks that would be regarded aftereffects.
References
Milner, K. A., & Cosme, S. (2017). The PICO Game: An Innovative Strategy for Teaching Step 1 in Evidence-Based Practice. Worldviews on evidence-based nursing, 14(6), 514–516. Web.