NR 505 Week 5: Research Literature, Design, Sampling and Implementation

Sample Answer for NR 505 Week 5: Research Literature, Design, Sampling and Implementation Included After Question

Your Research Literature, Design, Sampling and Implementation assignment is due this week no
later than Sunday 11:59PM MT. You can find the guidelines and rubric (an explanation of how
you will be graded) listed below as well in the Documents section of Course Resources. This is a
required Turnitin Assignment for this course.

A Sample Answer For the Assignment: NR 505 Week 5: Research Literature, Design, Sampling and Implementation

Title: NR 505 Week 5: Research Literature, Design, Sampling and Implementation

Purpose:
This assignment provides the opportunity for the student to continue development of a MSN
EBP scholarly project that started with the identification of a nursing concern and PICOT/PICo
question from Week 2. The focus of this assignment is to discuss the research-based literature
support for the selected concern, identify an appropriate research design, explain the sampling
method, and discuss implementation through the use of a change model.
Course Outcome:
This assignment enables the student to meet the following course outcome:
CO 1. Integrate evidence-based practice and research to support advancement of holistic nursing
care in diverse healthcare settings. (PO 1)
CO 2. Integrate knowledge related to evidence-based practice and person-centered care to
improve healthcare. (PO 2, 5)
CO #4. Develop knowledge related to research and evidence-based practice as a basis for
designing and critiquing research studies. (PO 1, 2, 3, 5)
CO #5. Analyze research findings and evidence-based practice to advance holistic nursing care
initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)
Due Date Sunday 11:59 PM MT at the end of Week Five
Total Points Possible: 250 points
Requirements
Description of the Assignment: This continues the development of a MSN EBP scholarly
project by requiring the student to identify the additional elements of the process. The required
elements are noted to be:
 Research Literature Support (NOTE: Fifteen research-based references related to PICOT/PICo
question are required)
 Research Approach and Design
 Sampling
 Intervention
Criteria for Content

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1. Research Literature Support: In this section, comprehensive research literature support for
the identified nursing concern and PCIOT/PICo question is to be provided. A minimum
of fifteen (15)research-based references are required. The use of a systematic research review
article as a reference is NOT allowed. All research studies are to be consistent with the selected
concern and PICOT/PICo question. The PICOT/PICOT question is restated before presenting
the research literature support. For each research-based reference the following information is
to be discussed:
 -Purpose of the research study
 -Research approach that was used
 -Data collection methods used
 -Results of the research study
 -One strength of the research study
 -One limitation of the research study.
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 2. Research Approach and Design: In this section, the student will identify the research
approach that he/she plans on using for the EBP project as being either quantitative or
qualitative. In addition, if the selected approach is quantitative, the student needs to identify if
the design is experimental, quasi-experimental, or descriptive. If the selected approach is
qualitative, the student needs to identify if the design is phenomenological, ethnography,
grounded theory, or historical. A description of the selected design is to be provided as well as
rationale for its selection. In addition one advantage and one disadvantage to the selected design
is to be identified and discussed. Required content includes:
 -Identification of the research approach that the student plans on using as either quantitative or
qualitative
 -Identification of selected quantitative research design by indicating if the design is
experimental, quasi-experimental, or descriptive
 -Identification of the selected qualitative design by indicating if the design is
phenomenological, ethnography, grounded theory, or historical
 -Description of the selected design
 -Rationale for the selected design
 -Identification of one advantage of the selected design
 -Identification of one disadvantage of the selected design
 -Provide scholarly reference(s) to support information about the selected research
approach/design

NR 505 Week 5 Research Literature, Design, Sampling and Implementation

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 3. Sampling: In this section, the student will identify the sampling method to be used in order
to obtain the necessary participants for the proposed EBP project. Discussion of participants'
rights as research subjects is also included. Required content includes:
 -Describe the target population
 -Identify the sampling method as being either probability or nonprobability

 -Provide a complete description of the sampling procedure including:
o Sample size
o Inclusion criteria
o Exclusion criteria
 -Identify one advantage to the selected sampling procedure
 -Identify one disadvantage to the selected sampling procedure
 -Explain how participants' rights will be protected including confidentiality, anonymity,
protection from harm, and informed consent
 -Provide scholarly reference(s) to support information about the selected sampling method
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 4. Proposed Implementation with a change model: In this section, the student will apply the
PDSA Change Model as the method to implement the proposed EBP practice solution/change.
The required content includes:
 -Describe the PDSA Change Model
 -Explain why this change model is best suited for implementation of your evidence-based
nursing practice solution/change
 -Apply each step of the PDSA Change Model to implementing the proposed practice
solution/change
 -Explain how to overcome one barrier to the use of the EBP results from this project
 -Explain how an environment that supports EBP can be fostered in your future practice setting
 -Include a scholarly reference(s) for the PDSA Change Model
Preparing the Assignment
Criteria for Format and Special Instructions
1. The additional sections to the proposal are not exceed 20 (twenty) pages. Be sure to add all new
references used in these sections to the reference list. Points will be lost for not meeting these
length requirements.
2. Title page, running head, body of paper, headings, and reference page(s) must follow APA
guidelines as found in the 6 th edition of the manual.
3. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson
information may NOT be used as scholarly references for this assignment. For additional
assistance regarding scholarly nursing references, please see "What is a scholarly source"
located in the Course Resources tab. Be aware that information from .com, .edu, and library
websites may be incorrect and should be avoided. Please contact your faculty member for

guidance concerning the acceptability of a website as a scholarly source. References are current
– within a 5-year time frame unless a valid rationale is provided and the instructor has approved
the use of the older reference.
4. This assignment is the required submission to Turn It In™ (TII) for NR 505. To prepare for the
final submission, students are encouraged to use the TII draft box located in the course
modules. A similarity score of 24% or less is required for the final submission. Any other level
of similarity index requires the student to revise the assignment before the due date and time.

To allow sufficient time for revision, early submission of the assignment to TurnItIn™ is highly
encouraged. The final submission will be graded by faculty. If the final TurnItIn™ report
indicates that plagiarism has occurred, the Academic Integrity policy will be followed.
Similarity scores of 25% or higher result in the implementation of the Academic Integrity
Policy located in the Chamberlain College of Nursing Student Handbook.

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Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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