Sample Answer for ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3 RESEARCH ANALYSIS NURS 6003 Included After Question
Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:
- Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.
- Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.
- Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.
The Assignment:
Using the “Module 3 | Part 3” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
- Your topic of interest.
- A correctly formatted APA citation of the article you selected, along with link or search details.
- Identify a professional practice use of the theories/concepts presented in the article.
- Analysis of the article using the “Research Analysis Matrix” section of the template
- Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
- Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
- Describe your approach to identifying and analyzing peer-reviewed research.
- Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
- Identify at least one resource you intend to use in the future to find peer-reviewed research.
Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.
By Day 7 of Week 5
Submit your analysis, including your completed section of the Academic Success and Professional Development Plan Template sections and your matrix and summary.
Submission and Grading Information
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A Sample Answer For the Assignment: ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3 RESEARCH ANALYSIS NURS 6003
Title: ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3 RESEARCH ANALYSIS NURS 6003
The emergency section of a health facility is one of the most critical areas that address urgent care needs of patients. Despite having staff from different specialties, nurses are the most professionals found in the emergency departments of care facilities. Notably, due to nurse shortage across most health facilities, focus has been made to allow the professionals to work in shifts to balance care services to patients (Svirsko et al., 2019). However, scheduling nurses in an emergency department is a daunting task and time-consuming to leadership in a health organization. Being able to balance shift hours in order to achieve sufficient nurse-staffing levels at the emergency department requires the implementation of a mathematical model to satisfy preferences of nurses in this section. The present excerpt delves into how mathematical modeling can be used to improve nurse-scheduling process at the emergency department of care facilities. It also uses a template to provide a comprehensive approach in the identification and analysis of peer-reviewed research required for evidence-based practice.
Step 1: Research Analysis
Complete the table below
| Topic of Interest: | Using Mathematical Modeling to Improve the Emergency Department Nurse-Scheduling Process | |||
| Research Article: Include full citation in APA format, as well as link or search details (such as DOI) | Svirsko, A. C., Norman, B. A., Rausch, D., & Woodring, J. (2019). Using mathematical modeling to improve the emergency department nurse-scheduling process. Journal of emergency nursing, 45(4), 425-432.
https://doi.org/10.1016/j.jen.2019.01.013
|
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| Professional Practice Use:
One or more professional practice uses of the theories/concepts presented in the article |
Mathematical modeling can be used to satisfy the preference of nurses based on shift hours allocated. The approach uses a self-scheduling process so that nurses can select day or night shifts based on their preferences. However, to ensure that nurses attend all shifts, a cycle of rotation is made weekly so that those nurses scheduled for night shift in one week take day shifts in the following week.
The concept of modeling serves to address time at the emergency department. Implementation of the nursing shift patterns as defined by a mathematical formula decreases the time needed by leadership to reconcile monthly schedule in a health facility. Therefore, sufficient time will be allocated for care at the emergency department and not used to solve conflicts arising due to unbalanced shift hours among nurses. |
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| Research Analysis Matrix
Add more rows if necessary |
Strengths of the Research | Limitations of the Research | Relevancy to Topic of Interest | Notes |
| It is based on detailed analysis of the concept of mathematical modeling and therefore enhances clarity for better understanding.
|
No randomized controlled trials (RCTs) have been conducted on this research which means the article relies on meta-analysis for information. This means data is limited in this research. | The topic will help me identify a formula for mathematical modeling that can effectively be used to allocate shifts to nurses throughout the day and for night schedules. | Additional studies on how mathematical modeling improved nurse-staffing levels. | |
| Formulation of a mathematical model for scheduling nurse shift hours promotes harmony as it reconciles duty allocation. | Study does not clarify specific area where the concepts has been applied to warrant its adoption in emergency departments. | Topic is instrumental in identifying methods that nurse leaders can use to increase satisfaction of nurses at the emergency department of a care facility. | Further research on how application of mathematical modeling concept in shift scheduling reduces nurse burnout to optimize care at the emergency department. | |
I would recommend this article for use to inform decision on professional practice at the emergency department of care facilities. This is because the article was published in 2019 and therefore it is relevant for present health practice (Lefebvre et al., 2019). Nonetheless, information present in the material relate with my areas of interest a family nurse practitioner with a specific interest in the emergency care. Notably, findings from the publication provides information to leadership of health organizations on the necessity of scheduling shift days and nights for nurses in ways that guarantee satisfaction for the professionals (Tricco et al., 2018). While this article was intended for emergency department, I would recommend it in all other departments because of its necessity to address shift hours which is always a bone of contention in most care facilities occasioned by shortage of health staff.
Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the following:
- Describe your approach to identifying and analyzing peer-reviewed research
- Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
- Identify at least one resource you intend to use in the future to find peer-reviewed research
My approach to identify and analyze peer-reviewed research is based on critical reading as well as evaluation of articles to identify the best that is in line with my topic. Through intensive reading of materials from different library databases, I was able to classify these publications as either peer-reviewed or not and also identified their relevance for clinical research (Cooper et al., 2018). Notably, peer-reviewed articles are also checked in terms of the quality of the publication by analyzing accuracy and assessing validity of the research. For me to achieve this, I refined my search strategy by selecting relevant topic and ensured that the results in the manuscript were relevant to the present study by selecting the latest publication (Krishnamurthy & Wood, 2018).
I found data search skills and evaluation of types of resources in scholarly journals as two strategies that I would use in finding peer-reviewed articles. The first strategy enhances my ability to retrieve materials from a search database (Lefebvre et al., 2019). It is always a challenge for a majority of students to evaluate relevant materials for their studies but with the data search skills, one can categorize databases that are relevant to their area of research and select keywords to limit their searches. The second strategy on the other hand singles out articles that are peer-reviewed and published for use in scholarly journals (Cooper et al., 2018). These two strategies ensure that quality materials are selected so that I gain adequate knowledge for successful completion of my MSN program.
In order to find peer-reviewed resources in the future, I intend to use online library databases found at Walden University library and beyond. Database resources from an online library contain numerous peer-reviewed journals with special catalogs organized in an alphanumerical order from A to Z (Krishnamurthy & Wood, 2018). It then means that database search can be useful in locating published materials by selecting an alphabetical listing that coincides with the topic of research. The use of online library databases is also easy to navigate as one opts to find relevant information during studies (Tricco et al., 2018). As an MSN student, library databases will be instrumental in providing consistent information in a secure form as they can only be accessed at the Walden University library by students or staff who have valid passwords.
Conclusion
Academic and professional success requires one to delve into intensive research relevant to an area of study or expertise. However, since a lot of research is involved, one needs to identify a search strategy to retrieve peer-reviewed publications for studies. As discussed in the preceding texts, the selection of articles for research should be based on the use of online library databases that are easy to use and those that provide accurate information. The premise will guide in the selection of articles that provide information on evidence-based practice related to the adoption of a mathematical model that can be used to schedule shift hours for nurses.
References
Cooper, C., Booth, A., Varley-Campbell, J., Britten, N., & Garside, R. (2018). Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies. BMC medical research methodology, 18(1), 1-14. https://doi.org/10.1186/s12874-018-0545-3
Krishnamurthy, M., & Wood, F. (2018). Promoting effective searches and use of information by DNP students: Getting the write start. Nurse educator, 43(2), 63-64. https://doi.org/10.1097/NNE.0000000000000457
Lefebvre, C., Glanville, J., Briscoe, S., Littlewood, A., Marshall, C., Metzendorf, M. I., … & Cochrane Information Retrieval Methods Group. (2019). Searching for and selecting studies. Cochrane Handbook for systematic reviews of interventions, 67-107. https://doi.org/10.1002/9781119536604.ch4
Svirsko, A. C., Norman, B. A., Rausch, D., & Woodring, J. (2019). Using mathematical modeling to improve the emergency department nurse-scheduling process. Journal of emergency nursing, 45(4), 425-432. https://doi.org/10.1016/j.jen.2019.01.013
Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., … & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
Name: NURS_6003_Module03_Week05_Assignment_Rubric
| Excellent | Good | Fair | Poor | |||
| Using the Week 3 Part 3, section of your Academic Success and Professional Development Plan Template complete Step 1. Conduct an analysis of the elements of the research article you identified. Be sure to include the following:
· The topic of interest you have selected. |
23 (23%) – 25 (25%)
The response clearly identifies the topic of interest selected. The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details. The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article. |
20 (20%) – 22 (22%)
The response partially identifies the topic of interest selected. The response provides a partial citation of the article selected, including a partial link or search details. The response partially identifies and describes a professional practice use of the theories/concepts presented in the article. |
18 (18%) – 19 (19%)
The response vaguely identifies the topic of interest selected. The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details. The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article. |
0 (0%) – 17 (17%)
The response vaguely and inaccurately identifies the topic of interest selected or is missing. The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing. The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article or is missing. |
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| Analysis of the article using the Research Analysis Matrix section of the template for:
Strengths of the Research · Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice. |
18 (18%) – 20 (20%)
The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template. The response clearly and accurately explains in detail the justification of whether to recommend the use of the article to inform professional practice. |
16 (16%) – 17 (17%)
The response provides a partial analysis of the article using the Research Analysis Matrix section of the template. The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice. |
14 (14%) – 15 (15%)
The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template. The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice. |
0 (0%) – 13 (13%)
The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template or is missing. The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice or is missing. |
||
| Part 3, Step 2: Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
· Describe your approach to identifying and analyzing peer-reviewed research |
41 (41%) – 45 (45%)
The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research. The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research. The response clearly identifies and accurately describes in detail at least one resource you intend to use in the future to find peer-reviewed research. |
36 (36%) – 40 (40%)
The response partially describes the approach to identifying and analyzing peer-reviewed research. The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research. The response partially identifies and describes in detail at least one resource you intend to use in the future to find peer-reviewed research. |
32 (32%) – 35 (35%)
The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research. The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research. The response vaguely or inaccurately identifies describes in detail at least one resource you intend to use in the future to find peer-reviewed research. |
0 (0%) – 31 (31%)
The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research or is missing. The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research or is missing. The response vaguely or inaccurately identifies describes in detail or is missing at least one resource you intend to use in the future to find peer-reviewed research. |
||
| Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. |
||
| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3-4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module03_Week05_Assignment_Rubric
ACADEMIC SUCCESS AND PROFESSIONAL DEVELOPMENT PLAN PART 3 RESEARCH ANALYSIS NURS 6003 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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 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:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 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:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
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.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |