DNP 801 Topic 6 Literature Search

Sample Answer for DNP 801 Topic 6 Literature Search Included After Question

Assessment Description

The purpose of this assignment is to introduce the method of critical thinking required for searching, evaluating, and organizing research articles to support your proposed PICOT-D question.

General Requirements:

Utilize the attached “Literature Evaluation Table” to complete this assignment.
Use the “Levels of Evidence in Research” chart, located in Class Resources, to assist in completing the assignment.
Use the “Searching Nursing Databases,” located on the Doctor of Nursing Practice page in the GCU Library, to assist in completing the assignment.
A minimum of five primary quantitative research articles, published within 5 years of your anticipated graduation date, are required to complete this assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.

Directions:

For this assignment, you will search for and evaluate literature to identify supporting evidence for your proposed PICOT-D question from your “PICOT-D Question Template.” Complete the following:

Review the “Levels of Evidence in Research” chart and the “Literature Evaluation Table” document prior to beginning this assignment. Refer to the criteria on these respective documents for identifying and evaluating acceptable research for your future DPI Project.
Conduct a search in the GCU Library using the nursing databases and find a minimum of five primary quantitative research articles to support your PICOT-D question. Two must provide direct support for your proposed intervention. You may use research articles from your previous assignments if the articles meet the specified criteria for this assignment.
Use the “Literature Evaluation Table” to evaluate the quality of the primary quantitative research articles you selected for PICOT-D question. As you evaluate the selected articles, remove and replace any articles that fail to meet the criteria on the table.
If your intervention is a clinical practice guideline, or is coming from a clinical practice guideline, identify your clinical practice guideline in Table 3 of the “Literature Evaluation Table” and include the primary quantitative research from the clinical practice guideline in Table 1 (PICOT-D Question) or Table 2 (Intervention).
Once you have five primary quantitative research articles identified, submit the “Literature Evaluation Table.”

Attachments

DNP-801A-RS6-LiteratureEvaluationTabl

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Resources

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How to Regain the Lost Art of Reflection

Read:

Reeves, M., Torres, R., & Hassan, F. (2017). How to regain the lost art of reflection. Harvard Business Review D

Reflective Learning, Reflective Practice

Read:

Jacobs, S. (2016). Reflective learning, reflective practice. Nursing, 46(5), 62-64.

Why Do We Read Many Articles With Bad Statistics?: What Does the New American Statistical Association’s Statement on P-Values Mean?

Read:

Sangseok, L. (2016). Why do we read many articles with bad statistics?: What does the new American Statistical Association’s

Word: Track Changes and Comments

View:

GCFLearnFree.org. (2016, February 8). Word: Track changes and comments. [Video]. YouTube.

https://www.youtube.com/w

Literature Search – Rubric

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PICOT-D Question

11 points

Criteria Description

PICOT-D Question

Target

11 points

The PICOT-D question is accurately presented.

Acceptable

10.12 points

Approaching

9.68 points

The PICOT-D question is presented, but there are minor errors.

Insufficient

8.8 points

The PICOT-D question is presented, but there are errors and inaccuracies throughout.

Unsatisfactory

0 points

The PICOT-D question is omitted.

APA References for Research Articles

11 points

Criteria Description

APA style; includes the GCU permalink or working link used to access the article.

Target

11 points

APA style is used in the reference formatting. There are no errors. The links provide access to the articles.

Acceptable

10.12 points

APA style is used in the reference formatting. There minor errors. The links provide access to the articles.

Approaching

9.68 points

APA style is used in the reference formatting, but there some errors and inaccuracies. The links provide access to the articles.

Insufficient

8.8 points

APA style is used in the reference formatting, but there are major errors or omissions. One or two links do not provide access to the articles.

Unsatisfactory

0 points

APA style is not used in the reference formatting. Multiple links are missing or do not work.

Identification and Evaluation of Primary Quantitative Research for PICOT-D Question and Intervention

82.5 points

Criteria Description

Articles meet criteria required for primary quantitative research supporting the PICOT-D question and intervention. Articles are evaluated using criteria in the literature evaluation table. Includes primary quantitative research from clinical practice guidelines, if applicable. If applicable, clinical practice guidelines are addressed in Table 2.

Target

82.5 points

All five articles, including articles from the clinical practice guidelines, if applicable, meet the criteria required for a primary quantitative research article. The evaluation of each article is concise, informative, and accurate. How each article and applicable clinical practice guidelines support the proposed the PICOT-D question or intervention is clearly explained. At least two articles provide direct support for the intervention.

Acceptable

75.9 points

All five articles, including articles from the clinical practice guidelines, if applicable, meet the criteria required for a primary quantitative research article. The evaluation of each article is complete, but there are some minor errors or inaccuracies. How each article and applicable clinical practice guidelines support the proposed the PICOT-D question or intervention is adequately explained. At least two articles provide adequate support for the intervention. Some detail is needed for accuracy or clarity.

Approaching

72.6 points

Four articles, including articles from the clinical practice guidelines, if applicable, meet the criteria required for a primary research article. The evaluation of each of the four articles is complete, but a few key aspects are inaccurate or incorrect. General explanations for how each article and applicable clinical practice guidelines support the PICOT-D question or intervention are presented. Only one article provides sufficient support for the intervention.

Insufficient

66 points

Three articles, including articles from the clinical practice guidelines, if applicable, meet the criteria required for a primary research article. The evaluation of the articles contains numerous inaccuracies. It is unclear how the research articles, and clinical practice guidelines support the intervention.

Unsatisfactory

0 points

Only two articles meet the criteria required for a primary research article. The evaluation of each of the four articles is incomplete. Clinical guidelines are used, but the primary quantitative research is omitted.

Mechanics of Writing

5.5 points

Criteria Description

Includes spelling, punctuation, grammar, language use.

Target

5.5 points

Writer is clearly in command of standard, written, academic English.

Acceptable

5.06 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Approaching

4.84 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Insufficient

4.4 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct, but not varied.

Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

A Sample Answer For the Assignment:

Title:

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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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