EB003 Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases

EB003 Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases

Student Name

Western Governors University

D031 Advancing Evidence-Based Innovation in Nursing Practice

Prof. Name:

Date

Introduction

The emergence of the COVID-19 pandemic reshaped daily life, influencing routines, social interactions, and the overall well-being of communities around the globe. Among the most vulnerable populations affected by these disruptions are children, whose emotional and psychological development has been deeply impacted. Pediatric clinicians have faced mounting challenges in recognizing, addressing, and managing these mental health concerns amid restrictions, evolving health guidelines, and reduced in-person care opportunities (Fitzpatrick, Carson, & Weisz, 2021). Extended lockdowns, fear of illness, and prolonged uncertainty have increased stress among children, intensifying the risk of prolonged mental health disturbances (AJN, 2021).

Clinical Issue

The primary clinical issue addressed in this paper is the growing burden of pediatric mental health concerns during and after the COVID-19 pandemic. These challenges not only influence children’s well-being but also shape the caregiving environment and the healthcare system’s ability to provide timely and adequate support. Pediatric hospitals nationwide have documented a notable increase in emergency department (ED) visits related to mental and behavioral health, highlighting the substantial and ongoing toll the pandemic has taken on young populations (Bartek et al., 2021).

How Pediatrics & Caregivers Are Affected

The pandemic introduced disruptions across education, socialization, and healthcare delivery—each playing a vital role in children’s developmental stability. School closures, reduced peer interaction, and inconsistent access to care contributed to rising emotional distress among children (Fitzpatrick et al., 2021). Many families have reported an escalation in stress-related symptoms, including anxiety, depressive behaviors, irritability, and challenges with emotional regulation.

Caregivers have similarly been affected, experiencing a dramatic increase in stress due to balancing childcare, remote learning, employment changes, and in many cases, financial hardship. This increased caregiver strain often magnifies children’s mental health issues, creating a cycle of emotional burden within households.

Continuation

Key stressors, such as prolonged social isolation and limitations on recreational and developmental activities, have significantly contributed to psychological strain. School-based mental health services—often a primary source of support for many children—were abruptly halted due to closures, leaving approximately one-third of children without access to critical support systems (Fitzpatrick et al., 2021). Caregivers who previously relied on structured routines and community resources have also encountered emotional fatigue, with many reporting declines in their overall mental well-being due to caregiving overload, unstable employment, and loss of healthcare benefits.

Below is a table summarizing key impacts:

Table 1

Effects of COVID-19 on Children and Caregivers

How to Improve Access to Mental Health During the Pandemic

The amplified demand for pediatric mental health care underscores the need for strengthened systems of support. Although emergency departments have served as essential access points, they are not equipped to address long-term mental health needs. Strategies such as expanding telehealth platforms, increasing funding for pediatric mental health clinics, and providing pediatricians with enhanced training in early identification and intervention are critical (Gupta et al., 2021). In addition, policymakers must prioritize community-level education to promote early recognition, reduce stigma, and encourage proactive engagement in mental health care.

PICOT Question

In a general population, how has pediatric patients’ mental health, compared to other diseases, been affected since the onset of the COVID-19 pandemic?

Formulating the PICOT Question

A structured PICOT question provides a framework for developing evidence-based nursing interventions. It assists clinicians in organizing clinical concerns, identifying research gaps, and selecting appropriate interventions. By dividing the question into population, intervention, comparison, outcome, and time components, the process ensures precision and enhances the quality of evidence generated.

Continuation

The PICOT breakdown for this clinical concern is as follows:

Table 2

PICOT Components

EB003 Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases

Research Databases

High-quality evidence is essential for informing pediatric nursing practice. Databases such as MEDLINE, ProQuest, OVID, and Education Source provide peer-reviewed literature that strengthens research accuracy and credibility. Applying systematic database search strategies alongside the PICOT framework ensures the identification of relevant studies that can guide clinical decision-making, policy development, and implementation of mental health interventions in pediatric care.

Levels of Evidence and Strengths

Level 1 evidence—including meta-analyses and systematic reviews of randomized controlled trials (RCTs)—offers the strongest foundation for evaluating clinical practices. These rigorous methodologies synthesize high-quality data, enabling clinicians to assess intervention effectiveness with greater confidence. RCTs help determine causal relationships between interventions and outcomes, while systematic reviews compile findings from multiple studies, offering a comprehensive perspective on pediatric mental health challenges and best practices during crises such as the COVID-19 pandemic.

References

AJN. (2021, September). The psychological toll of COVID-19 on children: AJN The American Journal of Nursing. American Journal of Nursing.

Bartek, N., Peck, J. L., Garzon, D., & VanCleve, S. (2021). Addressing the clinical impact of COVID-19 on pediatric mental health. Journal of Pediatric Health Care, 35(4), 377–386.

Fitzpatrick, O., Carson, A., & Weisz, J. R. (2021). Using mixed methods to identify the primary mental health problems and needs of children, adolescents, and their caregivers during the coronavirus (COVID-19) pandemic. Child Psychiatry & Human Development, 52(6), 1082–1093.

EB003 Clinical Inquiry, Problem-Intervention-Comparison-Outcome-Time (PICOT), and Searching Databases

Gupta, S., Schreiber, M., McGuire, T., & Newton, C. (2021). Addressing pediatric mental health during COVID-19 and other disasters: A national tabletop exercise. Disaster Medicine and Public Health Preparedness, 1–4.