DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles

Sample Answer for DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles Included After Question

DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles

 Locating and Critically Analyzing Primary Research Articles 

Week 5 Assignment 1: Locating and Critically Analyzing Primary Research Articles 

As a student pursuing further education in the field of nursing, it is imperative to develop skills that promote proficiency in research, that is, being able to locate sites with scholarly articles, read and carry out a critical analysis and evaluation. This is what will promote success in the field of nursing research and advancement in career as a credible scientist who can actively participate in the generation of new knowledge and skills that promote safer and efficient nursing practices. The databases available with scholarly work on nursing include; CINAHL Plus and PubMed (Medline) (Hopia & Heikkilä, 2019). The purpose of this paper is to identify two articles from the online nursing resources, write a summary of each article, synthesize the articles from a scholarly standpoint and discuss the difference between summarizing and synthesizing research articles.   

The first article reviewed was on evidence-based practice, focusing on the knowledge, attitudes, implementation, facilitators, and barriers among community nurses (Li et al., 2019). This article focuses on the perception of the community nurses about the EBP projects and the barriers they face in carrying out such projects. The CNs have noted that the EBP projects have not been effective in their healthcare service delivery as they believe it is strongly associated with the advanced practice registered nurses (APRNs) and they find their it difficult to relate it to their own practice. Additionally, it points out to the barriers the CNs face in successfully implementing their EBP projects. The barriers are majorly associated to limited time, resources, knowledge and training and poor motivation that does not encourage them to undertake such projects.  

In my second article review, I read through the article on Evidence -based practice education for healthcare professionals: an expert review by Lehane et al., 2018.Accoording to the authors of the article, they do acknowledge the fact that even though EBP-projects are crucial to promoting patient’s safety and quality care, its implementation still remains a big challenge to most healthcare practitioners. There is need to constantly communicate to the evidences from research to the relevant stakeholders and more specifically healthcare educators which are better placed in articulating the EBP research process and importance. It is the role of nursing academicians and clinical educators to promote the expansion and successful implementation of EBP research findings into practice. This will ultimately result to quality care and updated methods of that are backed by research evidence and data (Lehane et al., 2018). 

In the synthesis of the two articles, the focus is on evidence- based practice in nursing research. The first article critically analyses the EBP in relation to community nurses. Research article underscore the need to incorporate EBP among the community nurse practice as a means of promoting quality care and promote patient’s safety. However, there are barriers that the CNs face in a bid to effectively incorporate EBP findings in their practice. Over the years, there have been efforts to promote the full incorporation of EBP findings in nursing practice. In order to strengthen the nurse’s approach to EBP and bridge the gap between EBP results and practice, there are a three-pronged approach that is built on education, leadership and practice (Warren et al., 2016). These recommendations are in tandem with the second article that emphasizes on the importance of education in promoting successful implementation of EBP. Educational programs emphasizing on better ways nurses can ensure that they carry out proper EBP procedures, understand the rationale and are able to successfully implement it in practice (Worum et al., 2019). 

 

 

Summarizing involves reading through the whole text and coming up with the main points from the article. This requires one to use their own words in creating the summary and it is meant to provide a general overview of the whole article. However, in synthesizing the article, one has to do a critical review of the article drawing comparisons and conclusions in relation to other articles and coming up with a comprehensive conclusion. These two aspects are important in nursing literature review to help the nursing student develop thorough understanding on the available literature sources on various nursing research conducted and how best they can be put into practice (Aveyard & Bradbury-Jones, 2019). 

In conclusion, the process of locating and critically analyzing primary literature sources on nursing is essential in development of intellectual competency and promoting critical thinking in the advanced nursing studies. For a nurse who intends to continue with education and advance to doctorate level in nursing, it is imperative to develop such skills to make the future research work more manageable and productive as well. I do believe that the nursing students have a variety of credible databases that provide them with adequate resources to expand their scope of knowledge and spur further research that aims to improve quality of healthcare services offered. 

 

References 

Aveyard, H., & Bradbury-Jones, C. (2019). An analysis of current practices in undertaking literature reviews in nursing: findings from a focused mapping review and synthesis. BMC Medical Research Methodology, 19(1). https://doi.org/10.1186/s12874-019-0751-7 

Hopia, H., & Heikkilä, J. (2019). Nursing research priorities based on CINAHL database: A scoping review. Nursing Open, 7(2). https://doi.org/10.1002/nop2.428 

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine, 24(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019 

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice. Medicine, 98(39), e17209. https://doi.org/10.1097/md.0000000000017209 

Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The Strengths and Challenges of Implementing EBP in Healthcare Systems. Worldviews on Evidence-Based Nursing, 13(1), 15–24. https://doi.org/10.1111/wvn.12149 

Worum, H., Lillekroken, D., Ahlsen, B., Roaldsen, K. S., & Bergland, A. (2019). Bridging the gap between research-based knowledge and clinical practice: a qualitative examination of patients and physiotherapists’ views on the Otago exercise Programme. BMC Geriatrics, 19(1). https://doi.org/10.1186/s12877-019-1309-6 

 

 

A Sample Answer For the Assignment: DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles

Title: DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles

Assignment 1 Locating and Critically Analyzing Primary Research Articles

Developing the proficiency to locate, read, and evaluate research articles is essential to your success in this doctoral program and your career. With this Assignment, you have the opportunity to become familiar with the Walden Library by searching the databases, reviewing resources, and downloading full-text articles. You are asked to think critically as you do this, keeping in mind that as a doctoral candidate you must be able to enhance your profession’s body of knowledge by synthesizing what you have learned into new insights and applying them in meaningful ways within the practice environment (as a DNP-prepared nurse) or engaging in original research (as a PhD-prepared nurse).

To prepare:

• Participate in or review an archived version of the following Walden Library Webinars:
  • Introduction to the Walden Library
  • Evaluating Online Resources
  • An Introduction to Evidence-Based Searching
• Then search the Walden Library and locate two peer-reviewed primary research articles that pertain to your practice area and are of particular interest to you.

By Day 7

To complete:

Write a 4-paragraph APA-formatted paper addressing the following:

• Write a 1-paragraph summary of each of the articles you have selected (a total of 2 paragraphs).
• Write 1 paragraph that synthesizes the two articles using a scholarly voice.
• Write a final paragraph in which you discuss the differences between summarizing and synthesizing research.

Due by Day 7 of Week 4.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
• Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment Rubric

 

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment draft and review the originality report.

 

Submit Your Assignment by Day 7 of Week 4

To submit your Assignment:

Week 4 Assignment

 Week 4: Scholarship and the Doctorally Prepared Nurse

Scholarship is a defining characteristic of both the DNP and the PhD. The ability to read, interpret, synthesize, and apply research to improve patient care is at the heart and soul of the DNP, a practice doctorate. DNP-prepared nurses are expected to engage in evidence-based practices and collaborate with colleagues who conduct cutting-edge research. Likewise, PhD-prepared nurses must be well versed in the literature and engage in critical thinking as they evaluate others’ research and conduct their own.

This week, you explore the various resources provided by Walden University to assist you in becoming a critical and scholarly reader, thinker, and writer. Among the tools for your use are the extensive Walden Library holdings. You receive guidance on accessing and searching academic journals to locate peer-reviewed primary research articles. You also explore strategies for appraising research. In addition, you are introduced to Walden University’s Institutional Review Board, which helps to ensure that students adhere to established ethical and legal guidelines when conducting research.

Learning Objectives

Students will:

• Utilize Walden Library databases and resources to access, search, and download peer-reviewed primary research articles
• Distinguish between summarizing a research article and synthesizing the research

Learning Resources

Required Readings

Walden Library. (2014). Publication Comparison Chart. Retrieved from: http://academicguides.waldenu.edu/peerreviewvsscholarly

 

This guide discusses three main publication types that you will encounter in the Walden Library: scholarly journals, trade publications, and popular magazines. It contains information about these publication types and a chart comparing their purpose, content, audience, etc.

Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing [Blog post]. Literacy, Languages and Leadership. Retrieved from http://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/

 

The author proposes that critical reading must include using critical thinking to create “new” information and insights from this information.

Institutional Review Board for Ethical Standards in Research: IRB Office Hours and meetings. Retrieved January 15, 2014, from http://researchcenter.waldenu.edu/Institutional-Review-Board-for-Ethical-Standards-in-Research.htm

 

This The Walden online tutorial at the bottom of this page provides information on Walden’s Institutional Review Boards (IRBs). These boards are responsible for ensuring that all Walden research studies meet specific ethical and legal criteria.

Walden University Library. (2014). Webinar archives. Retrieved from https://academicguides.waldenu.edu/library/webinararchives/nursing

• Introduction to the Walden Library
• Evaluating Online Resources
• An Introduction to Evidence-Based Searching

 

The Walden Library webinars provide relevant information on accessing and evaluating scholarly sources. The information on retrieving evidence-based practice sources is especially pertinent to the DNP student.

Walden University. (2011). Student publications: Code of conduct. Retrieved from http://catalog.waldenu.edu/content.php?catoid=155&navoid=51011

 

This link provides you with Student Conduct and Responsibility guidelines to help you develop a better understanding of Walden University’s expectations.

Document: Stages in Critical Reading of Research Articles (PDF)

 

This chart describes the purpose of and questions for six stages of critically reading research articles. Focus on the many activities and questions that make up the critical-reading process. Begin to consider the journal articles and books you read in terms of these criteria.

Document: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)

 

This document supplements the information on plagiarism and academic integrity presented in the related video program.

Document: Introduction to Scholarly Writing: Tips for Success (PDF)

 

This document, which accompanies the video program of the same title, provides resources for improving your scholarly writing and critical-thinking skills.

Document: Common APA Style and Formatting Challenges (PDF)

 

This document can be used as a quick reference guide for proper APA style and formatting.

 

Required Media

Laureate Education (Producer). (2012b). Introduction to scholarly writing: Finding a scholarly voice[Video file]. Retrieved from https://class.waldenu.edu

 

Note: The approximate length of this media piece is 4 minutes.

 

This media program discusses the importance of writing with a scholarly voice, distinguishing between a voice that is effective and one that is not, and identifying what is needed to develop your own scholarly voice.

 

Laureate Education (Producer). (2012c). Introduction to scholarly writing: Plagiarism and academic integrity [Video file]. Retrieved from https://class.waldenu.edu

 

Note: The approximate length of this media piece is 5 minutes.

 

Scholarly writing requires ethical practice in every phase and form of the process, from the drafting of a course paper to the completion of a capstone project. Academic integrity is foundational to all teaching and learning at Walden University. As a Walden student, you are required to follow the guidelines of academic integrity as set forth in the Walden Catalog. This media program helps you to do so.

 

Laureate Education (Producer). (2012d). Introduction to scholarly writing: Purpose, audience, and evidence [Video file]. Retrieved from https://class.waldenu.edu

 

Note: The approximate length of this media piece is 5 minutes.

 

Key concepts related to scholarly writing are introduced in this media program.

 

Laureate Education (Producer). (2012e). Introduction to scholarly writing: Tips for success [Video file]. Retrieved from https://class.waldenu.edu

 

Note: The approximate length of this media piece is 3 minutes.

 

This media program presents tips for becoming a scholarly writer, including how to identify fears related to scholarly writing and connect with resources to improve writing skills.

 

Note: There is no Discussion this week.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles

DNP 8000 Week 4 Assignment 1 Locating and Critically Analyzing Primary Research Articles 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.

Read Also:  NURS 8000 Week 3 Discussion Intra- and Interdisciplinary Collaborative Practice