DNP 801 Topic 7 Annotated Bibliography

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Assessment Traits

Requires Lopeswrite

Assessment Description

In the previous assignment, learners identified primary quantitative research for their PICOT-D question and intervention. The purpose of this assignment is to create an annotated bibliography to inform on the relevance of the selected articles and to present the final primary quantitative research for your future DPI Project (based on the PICOT-D question).

General Requirements:

Refer to the “Literature Evaluation Table” completed in your Topic 4 assignment.
Refer to “Preparing Annotated Bibliographies” resource, located in the Student Success Center for assistance in completing this assignment. This resource provides criteria for other types of scholarly writing, so make sure you follow the APA style criteria.
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 required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

For this assignment, create an annotated bibliography (APA 7th) to inform the reader on the six primary quantitative research articles identified on your “Literature Evaluation Table.” Include the following:

If any of the five original articles submitted on your “Literature Evaluation Table” fail to meet the required criteria, or if you have been instructed to replace or revise the articles, make these changes prior to beginning this assignment. Two of the five articles must provide direct support for your proposed intervention.
For each annotation, concisely discuss your evaluation of the article’s quality, accuracy, and relevance to your PICOT-D. When discussing relevance, explain how the research directly supports the PICOT-D question or intervention.
Attach the updated “Literature Evaluation Table” to an appendix in your paper.

Resources

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Caring Science Education: Measuring Nurses’ Caring Behaviors

Read:

Ackerman, L. (2019). Caring science education: Measuring nurses’ caring behaviors. International Journal of Caring S

https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=136698227&site=ehost-live&scope=site

DNP-801A :GCU and a Christian Worldview

Review the resource “DNP-801A: GCU and a Christian Worldview.”

DNP-801A-RS-GCUChristianWorldview.docx

Preparing Annotated Bibliographies (APA)

Read:

Grand Canyon University. (n.d.). Preparing annotated bibliographies.

This resource is located in the Writing C

https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/writing-center/10/0/1402

Research and Citations Resources

Read:

Purdue Online Writing Lab. (n.d.). Research and citation resources.

https://owl.purdue.edu/owl/research_and_citation/resources.html

Statement on Integration of Faith and Work

Read:

Grand Canyon University. (n.d.). Statement on the integration of faith and work.

https://www.gcu.edu/sites/default/files/media/Documents/Statement-IFLW.pdf

Tanenbaum Center for Interreligious Understanding

Explore the Tanenbaum Center for Interreligious Understanding website.

http://www.tanenbaum.org

The Role of Spirituality in the Work of Nurses

Read:

Maphosa, S. (2017). The role of spirituality in the work of nurses. Nursing Update, 42(1), 32-33.

https://lopes.idm.oclc.org/l

Annotated Bibliography – Rubric

Collapse All Annotated Bibliography – RubricCollapse All

Annotation for Each Article

55 points

Criteria Description

Concise; discusses evaluation of the quality, accuracy and relevance of each article to PICOT-D; explanation for how research directly supports PICOT-D or intervention.

5. Target

55 points

Each annotation is concise and well-organized. The evaluation of the quality, accuracy, and relevance of each article to the PICOT-D is accurate and informative. A clear explanation for how research from each article directly supports the PICOT-D or intervention is presented. At least two articles provide strong support for the intervention.

4. Acceptable

50.6 points

Overall, the annotations are concise. The evaluation of the quality, accuracy, and relevance of each article to the PICOT-D is informative. An explanation for how research from each article directly supports the PICOT-D or intervention is presented. At least two articles provide support for the intervention.

3. Approaching

48.4 points

Some of the annotations are wordy. The evaluations of the quality, accuracy, and relevance of the articles to the PICOT-D are generally informative. How research from each article supports the PICOT-D or intervention is outlined. At least two articles relate to the intervention. There are some inaccuracies.

2. Insufficient

44 points

The annotations are presented, but do not concisely or accurately inform on the quality, accuracy, and relevance of the articles to the PICOT-D. It is unclear how the research from articles supports the PICOT-D or intervention.

1. Unsatisfactory

0 points

Fewer than five articles are annotated. The annotations presented are incomplete or do not inform on how the articles relate to the PICOT-D or intervention.

Primary Quantitative Research

16.5 points

Criteria Description

Meets criteria for primary quantitative research; published within 5 years of anticipated graduation date; working links are provided for each article.

5. Target

16.5 points

Five primary quantitative research articles, published within 5 years of the anticipated graduation date, are presented. All five articles meet the criteria for primary research on the Levels of Evidence chart.

4. Acceptable

15.18 points

Five primary quantitative research articles, published within 5 years of the anticipated graduation date, meet the criteria for primary research on the Levels of Evidence chart.

3. Approaching

14.52 points

Four primary quantitative research articles, published within 5 years of the anticipated graduation date, meet the criteria for primary research on the Levels of Evidence chart.

2. Insufficient

13.2 points

Three primary quantitative research articles, published within 5 years of the anticipated graduation date, are presented and meet the criteria for primary research on the Levels of Evidence chart.

1. Unsatisfactory

0 points

Fewer than three articles meet the specified criteria.

Literature Evaluation Table

5.5 points

Criteria Description

Includes an evaluation of the selected articles for the annotated bibliography; attached as an appendix to the paper.

5. Target

5.5 points

The Literature Evaluation Table includes the selected articles for the annotated bibliography. The document is attached as an appendix to the paper.

4. Acceptable

5.06 points

3. Approaching

4.84 points

2. Insufficient

4.4 points

The Literature Evaluation Table does not include the selected articles for the annotated bibliography. The document is attached but not as an appendix to the paper.

1. Unsatisfactory

0 points

The Literature Evaluation Table is omitted.

Paper Format

11 points

Criteria Description

Includes the use of appropriate style for the major and assignment.

5. Target

11 points

All format elements are correct.

4. Acceptable

10.12 points

Template is fully used; there are virtually no errors in formatting style.

3. Approaching

9.68 points

Template is used and formatting is correct, although some minor errors may be present.

2. Insufficient

8.8 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

Mechanics of Writing

11 points

Criteria Description

Includes spelling, punctuation, grammar, and language use.

5. Target

11 points

The writer is clearly in command of standard, written, academic English.

4. Acceptable

10.12 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.

3. Approaching

9.68 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.

2. Insufficient

8.8 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.

1. Unsatisfactory

0 points

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

Documentation of Sources

11 points

Criteria Description

Includes citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.

5. Target

11 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of errors.

4. Acceptable

10.12 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

9.68 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Insufficient

8.8 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total 110 points

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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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