NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

Sample Answer for NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations Included After Question

Topic 6 DQ 2

Description:

 Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you. You notice that some of the research has not been cited coJTectly or even at all. When you approach your classmate, the response is that “no one will notice and it is not a big deal anyway.” What are your next steps in speaking with your classmate? Consider how this could reflect on the credibility and integrity of the individuals involved, the University, and the profession.

A Sample Answer For the Assignment: NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

Title: NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

In this scenario of approaching a classmate who has not properly cited their project or completely omitted citations from their draft, I would question whether they care about their work. Enrolling in academic courses at the college level should not be taken lightly in my opinion and once a person commits themselves to a class, they are agreeing to uphold their integrity, honesty, and work ethic to produce quality papers and projects, including citing sources. I would ask if they need help to properly cite sources or to verify if their sources are reputable and accurate for the topic because they may have had an issue when doing their research, or possibly did not know how to search the library databases for articles. I would refer them to the GCU Library’s Citing Sources Guides website and encourage them to sign up for a library webinar for a tutorial to assist them in conducting research and creating citations. If my classmate was still resistant to citing sources then I would encourage them to review GCU’s Policy Handbook which addresses academic integrity violations as well as the student code of conduct that maintains a level of professionalism and respect individually, with others, and within work produced (Grand Canyon University, 2023).

References

Grand Canyon University. (2023). University policy handbook 2023-2024. https://www.gcu.edu/sites/default/files/media/documents/academics/handbook/2023-24/university-policy-handbook-Spring-2024-v1.pdf

A Sample Answer 2 For the Assignment: NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

Title: NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

I like how you responded to this question while bearing in mind that it could not just be ignorance on the classmate’s side but that they may not know how to properly cite resources. Giving them the proper tools and referring them back to the GCU resources is an excellent way to help the student. Falsifying academic work does not only affect the integrity of the evidence-based project but also their future practice. In addition to this, I would emphasize how academic integrity is linked to ethical practice whereby consistently following laid down standards could translate in ethical decisions in and practice (Coffey, Zitzelsberger & Anyinam, 2014). Looking at it theoretically, a student nurse who is used to falsifying documents with the thought that no one will notice will be a nurse one day, and nothing will hinder them in giving false information during their practice which could impact the patient’s care. Like Cindy stated in response to Nancy Whitzell’s post, “nursing being the most trusted profession has taken a lot of honing from childhood throughout schooling and career.” For the professional’s integrity to be upheld, I would point this student to the rightful resources to ensure they understand the process of writing to defend our nursing profession in future.

Reference

Coffey, S., Zitzelsberger, H., & Anyinam, C. (2014). Academic integrity leads on to ethical practice. Nursing Standard, 29(4), 68–69. https://doi-org.lopes.idm.oclc.org/10.7748/ns.29.4.68.s55

A Sample Answer 3 For the Assignment: NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

Title: NUR 513 Discuss Credibility to Academic Integrity and EBP Expectations

I would explain to my classmate the importance of proper citation and the negative effects of plagiarism. “It’s important to cite sources you used in your research for several reasons: to show your reader you’ve done proper research by listing sources you used to get your information; to be a responsible scholar by giving credit to other researchers and acknowledging their ideas; to avoid plagiarism by quoting words and ideas used by other authors; and to allow your reader to track down the sources you used by citing them accurately in your paper by way of footnotes, a bibliography, or reference list” (MIT, 2023). As professionals on a graduate level, we should hold ourselves to a higher standard when completing projects.  Although most incidences are not illegal, plagiarism is a violation of both the honor and ethics codes and can result in academic disciplinary action. The Legal Information Institute at Cornell Law School states that “plagiarism can warrant legal action if it infringes upon the original author’s copyright, patent, or trademark. Plagiarism can also result in a lawsuit if it breaches a contract with terms that only original work is acceptable” (LIT, 2022). We should always work with integrity and honor. Working with integrity means that you do the right thing, even when no one is watching or knows. We should always make sure not to mislead anyone by taking credit for work done by others.

Legal Information Institute. (2022). Plagiarism. Cornell Law School. https://www.law.cornell.edu/wex/plagiarism#:~:text=Plagiarism%20is%20the%20act%20of,a%20person’s%20school%20or%20workplace.

Massachusetts Institute of Technology. (2023). Citing Sources: Overview. https://libguides.mit.edu/c.php?g=176032&p=1159439

Description

Objectives:

1. Describe the characteristics of scholarly nursing research for the advanced registered nurse.

2. Discuss methods for accessing and evaluating nursing research.
3. Relate credibility to academic integrity and evidence-based practice expectations.

II Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 20-22 in Advanced Practice Nursing: Essential Knowledge for the Profession.

lnfomation Literacy: The Perils of Online Research

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Description:

Watch “Information Literacy: The Perils of Online Research,” by Cambridge Educational (2006), available througb Films on Demand in the GCU Libraty.

Effective Internet Search: Basic Tools and Advanced Strategies

Description:

Watch “Effective Internet Search: Basic Tools and Advanced Strategies,” by Cambridge Educational (2011), available through Films on Demand in the GCU Libra1y.

Researching, Reading, and Writing

Description:

Watch “Researching, Reading, and Writing,” by Cambr idge Educational (2009), avai lable througb Films on Demand in the GCU Librruy.

A Scholar Is What a Scholar Writes: Practical Tips on Scholarly Writing

Description:

Read “A Scholru·Is What a Scho lru· Writes: Practical Tips on Scholru·ly Writing,” by Walker, from Joumal of Theory Construction & Testing (2003).

Library Walkthrough Tutorial

Description:

Watch the “Librru·y Walkthrougb Tutoria l” to become familiar w ith the GCU Libra1y.

Critically Analyzing Information Sources: Critical Appraisal and Analysis

Description:

Read “Critically Analyzing Information Sources: Critical Appraisal and Analysis,” located on the Cornell University Library website.

About Turnitin and Plagiarism

Description:

Read the “About Turnitin” and “P lagiarism” sections of the Academic Integrity page of the GCU website.

GCU Library: General Research Guide

Description:

Review the “General Research” guide , located on the GCU Libra1y website.

GCU Library: Persistent Links Research Guide

Description:

Review the “Persistent Links” research guide , located on the GCU Libra1y website, to learn how to locate persistent links for libra1y articles , videos, etc.

RefWorks from the GCU Library

Description:

Manage your citations with the RefWorks tool , located on the GCU Libra1y website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.).

GCU Library: Nursing and Health Sciences Research Guide

Description:

Review the “Nursing and Health Sciences” research guid e, located on the GCU Library website.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.