Discussion: Research Articles Paper
Discussion: Research Articles Paper
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT : Discussion: Research Articles Paper
our submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Write a summary of the significance and background of a healthcare problem by doing the following:
1. Describe a healthcare problem that can be used to develop a PICO question.
Note: You may use the same topic and the same research articles that were used in Task 1 provided they support the proposed intervention. Or you may choose a different topic and select articles focusing on one of the following topics: falls and fall prevention, pain management in children, opioid abuse, hepatitis C, catheter-associated urinary tract infections, and hand hygiene and infections in hospitals.
2. Explain the significance of the problem from part A1.
3. Describe the current healthcare practices related to the problem from part A1.
4. Discuss how the problem affects the organization and patients’ cultural background (i.e., values, health behavior, and preferences).
B. Complete a literature review by searching for a total of seven articles consisting of five research articles and two non-research articles related to the healthcare problem from part A1, and describe the search strategy you used to conduct the literature review by doing the following:
1. Discuss two research evidence sources and two nonresearch evidence sources that you considered.
Note: Please do not use the same primary author for more than two articles. Articles must not be more than five years old.
C. Use your research articles to develop a PICO (patient/population, intervention/indicator, comparison/control, and outcome) question based on the topic.
D. Complete the attached “Evidence Matrix,” using the five research evidence sources from scholarly journal sources you located during the literature review in part B. For each article, address the following points:
Note: You may submit your completed matrix as a separate attachment to the task, or you may include the matrix within your paper, aligned to APA formatting standards.
Note: Upload a copy of the full text of the articles with your submission.
• author, journal name, and year of publication
• research design (e.g., quantitative, qualitative, mixed design, systematic review)
• sample size (e.g., numbers of study participants, number of articles, number of control group participants)
• outcome variables measured (e.g., identify what the research is measuring)
• quality (using the following scale: A, B, C)
• results/author’s conclusions (e.g., briefly summarize the outcome)
E. Recommend a practice change that addresses the PICO question, using the evidence collected in the attached “Evidence Matrix.” You must use all five research articles from the “Evidence Matrix” attachment to support this recommendation via in-text citations.
F. Describe a process for implementing the practice change from part E in which you do the following:
1. Explain how you would involve three key stakeholders in the decision to implement the recommendation from part E.
2. Describe two specific barriers you may encounter when implementing the practice change from part E in the nursing practice setting.
3. Identify two strategies that could be used to overcome the barriers described in part F2.
4. Identify one indicator to measure the outcome (the O in PICO question) of the recommended change practice from part E.
G. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.
Rubric
A1:Healthcare Problems
Not Evident
A description of a healthcare problem is not provided.
Approaching Competence
The described healthcare problem does not contain enough detail that it can be used to develop a PICO question. The described healthcare problem is not one that is currently prioritized in healthcare organizations.
Competent
The described healthcare problem contains enough detail that it can be used to develop a PICO question. The described healthcare problem is one that is currently prioritized in healthcare organizations.
A2:Significance of Problem
Not Evident
An explanation is not provided.
Approaching Competence
The explanation does not address the significance of the problem described in part A1.
Competent
The explanation thoroughly addresses the significance of the problem described in part A1.” The explanation contains enough detail to address the significance of the problem described in part A1.
A3:Current Practice
Not Evident
A description is not provided.
Approaching Competence
The description does not incorporate specific examples of the current healthcare practices related to the described problem from part A1.
Competent
The description incorporates specific examples of the current healthcare practices related to the described problem from part A1.
A4:Impact on Background
Not Evident
A discussion is not provided.
Approaching Competence
The discussion incorporates how the problem affects the organization and patient’s cultural background, but specific details or examples related to the problem are not provided.
Competent
The discussion incorporates specific details of how the problem affects the organization and specific examples of how the problem impacts the patient’s cultural background.
B1:Evidence Sources
Not Evident
A discussion of 2 research evidence sources and 2 nonresearch evidence sources is not provided.
Approaching Competence
The discussion of 2 research evidence sources and 2 nonresearch evidence sources does not convey a level of understanding in relation to appropriate scholarly and secular sources.
Competent
The discussion of 2 research evidence sources and 2 nonresearch evidence sources conveys a level of understanding in relation to appropriate scholarly and secular sources.
C:PICO Question
Not Evident
The question is not provided.
Approaching Competence
The developed question does not include all elements of PICO (patient/population, intervention/indicator, comparison/control, and outcome), is not based on the topic, or does not use research from part B.
Competent
The developed question includes all elements of PICO (patient/population, intervention/indicator, comparison/control, and outcome), is based on the topic and uses research from part B.
D:Evidence Matrix
Not Evident
The attachment is not provided.
Approaching Competence
The “Evidence Matrix” attachment does not include the 5 sources from part B, or the sources are from scholarly journals or are not located in major medical databases. The given points are not all accurately or logically addressed for each source.
Competent
The “Evidence Matrix” attachment includes the 5 sources from part B, and the scholarly journal sources are located in major medical databases. All of the given points are accurately or logically addressed for each source.
E:Recommended Practice Change
Not Evident
A practice change is not recommended.
Approaching Competence
The recommended practice change is not a logical outcome of the PICO question or is not supported by the evidence collected in the “Evidence Matrix” attachment. Fewer than 5 research articles from the “Evidence Matrix” attachment are used via in-text citations to support the recommendation.
Competent
The recommended practice change is an logical outcome of the PICO question and is supported by the evidence collected in the “Evidence Matrix” attachment. All 5 research articles from the “Evidence Matrix” attachment are used via in-text citations to support the recommendation.
F1 :Key Stakeholders
Not Evident
An explanation is not provided.
Approaching Competence
The explanation does not show an effective way for 3 key stakeholders to be involved in the decision to implement the recommendation from part E.
Competent
The explanation shows an effective way for 3 key stakeholders to be involved in the decision to implement the recommendation from part E.
F2:Barriers
Not Evident
A description is not provided.
Approaching Competence
The description does not address 2 plausible barriers that may be encountered when implementing the practice change from part E in a nursing practice setting.
Competent
The description addresses 2 plausible barriers that may be encountered when implementing the practice change from part E in a nursing practice setting.
F3:Strategies for Barriers
Not Evident
2 strategies are not identified.
Approaching Competence
2 strategies are identified, but both of the identified strategies could not be used to overcome the barriers described in part F2.
Competent
2 strategies that could be used to overcome the barriers described in part F2 are identified.
F4:Indicator to Measure Outcome
Not Evident
An indicator is not provided.
Approaching Competence
1 indicator is identified, but the identified indicator would not measure the outcome of the recommended practice change from part E.
Competent
Discussion: Research Articles Paper
Discussion: Research Articles Paper
The 1 identified indicator would measure the outcome of the recommended practice change from part E.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

 
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

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