Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

Sample Answer for Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513 Included After Question

Topic 6 DQ 2

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 correctly 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.

The quiz this week covers several topics including APA format, library resources and scholarly research skills. The study materials are highly recommended to review prior to taking the quiz. As you prepare, what is something new you have learned? How will this help you throughout your program? How do APA format, research skills and library resources all work together when writing a paper?

A Sample Answer For the Assignment: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

Title: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

In reviewing the study materials I learned how to better search for articles utilizing the different filters. I had already been narrowing down the publication dates and utilizing the full text option, but I learned more about how to find a peer reviewed source, using Boolean operators better, and additional special interest filters such as evidence based practice. Knowing how to locate resources more efficiently will help me throughout my program because I will not waste time trying to find what is needed for an assignment.

I also learned that I am more comfortable with APA format after taking the quiz. I was confident in answering questions related to APA format including citing different kinds of sources. APA does work together with research skills and library resources when writing a paper. If these skills are learned early, it really helps focus on the paper content and writing the assignment instead of losing time searching for what is needed and referring to APA guidelines frequently.

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This class is the first time that I have used the APA website to help with correct formatting. I have used the GCU library resources for previous classes to help with correct formatting, but the APA site is more comprehensive, contains more examples, and has helped me understand when in-text citations are needed. This is also the first time that I have used Grammarly as a resource for proofreading and corrections to my papers, and it is very helpful. The GCU library demonstrates the correct APA formatting for most articles that we have access to, which helps with correct citations, especially when double-checking with the APA site. Combining appropriate citations, with the library resources, helps students appropriately cite the works they reference, giving credit to the original author as well as providing supporting evidence for their thoughts.

I have learned several things this week, with a new concept being the use of the CRAAP tool to evaluate study resources. I initially understood the significance of having current sources but had little knowledge of other evaluation criteria like authority. According to NJIT (n.d.), th tool will help me throughout the program by ensuring that I reference and use high-quality sources. Using credible sources would enhance the quality and accuracy of my research findings. Another critical lesson learned is the significance of different research techniques for various topics and issues. Choosing either quantitative or qualitative articles is a crucial guide in ensuring correct inferences are made.

APA formatting, research skills, and library sources are crucial for writing a good research paper. The APA formatting is critical for the appropriate organization of a research paper. It ensures that papers are easy to read and comprehend. APA also offers guidelines on source referencing and in-text citations. According to Schwartz (2020), when a piece is cited using the same format, there is a better flow of information and content. This is critical for eliminating plagiarism and acknowledging outside sources. On the other hand, research skills ensure that the appropriate and relevant sources are selected for the topics under discussion. Library sources offer an option of peer-reviewed sources to choose from. A proper search technique often ensures that the most relevant and current articles are available. Due to the perils caused by online information sources, reliable access to credible nursing article databases is critical. Thus, library sources are a good starting point for any research and paper-writing process.

References

New Jersey Institution of Technology (NJIT) (n.d.). How to Evaluate Information Sources. https://researchguides.njit.edu/evaluate/CRAAP

Schwartz, B. M., Landrum, R. E., & Gurung, R. A. (2020). An easyguide to APA style. Sage Publications.

A Sample Answer 2 For the Assignment: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

Title: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

I have learned the CRAAP evaluation tool in research work this week. This evaluation tool is new to me. So, when I select books, magazines, or journals it is important to select the materials accordingly. It should be reliable, accurate, and up-to-date information. Also, GCU (Grand Canyon University) library source is helpful to find scholarly articles and materials and it helps to narrow down our search based on the year, author, subject, language, and peer- reviewed. GCU library has a variety of resources such as APA (American Psychological Association) guide, templates, and webinars. Understanding APA formatting is essential in wring assignments. So, we can work collaboratively with GCU resources, such as libraries, different websites, and webinars. This can be found in the student success center. After I reviewed all these materials, I feel confident enough to take the quiz this week.

I have learned several things this week, but the most important one is the CRAAP Test. Through this test I now understand that a publication is not a reliable source of information unless it meets the criteria and standards set out in this test. Going forward, the knowledge acquired on this test will be very useful in this program especially in planning and completion of the EBP project.

On the other hand, the APA format, research skills and library resources are all important elements of a properly written research paper. While the research skills ensures that one finds the rights sources from the library resources, the APA format ensures that those sources are properly cited.

I have learned many new skills this week. One of the most valuable things I have learned this week is how to utilize the CRAAP tool. Prior to learning about this tool, I would go through a similar process to verify that my sources are appropriate, but this tool definitely helps to simplify the process. I have always known to look for recent sources that are relevant to the topic, but I have not completed the additional steps that the CRAAP tool suggests. This will be very beneficial moving forward. Additionally, the APA resources that GCU has provided have been extremely helpful. Prior to this class, I would only utilize Purdue Owl. While this resource has been helpful, it is always nice to have different resources.

A Sample Answer 3 For the Assignment: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

Title: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

If the classmate is taking the evidence-based course, he/she should know the meaning of plagiarism and possible consequences prior to writing an article. If the classmate does not understand the seriousness of plagiarism, I would explain that it is unethical to utilize other author’s work without giving them appropriate credit and that consequences may occur. I would direct him/her to the Grand Canyon University’s Policy Handbook and review the Academic Integrity Violations Section. According to Grand Canyon University (2023), academic dishonesty is defined as any act of deception in an academic setting. If there’s academic dishonesty throughout the course, there may be consequences by the instructor such as giving no credit or partial credit for the specific paper. This may also result in reporting the issue to the Code of Conduct Committee of which the classmate may receive a failing grade, be removed from class, suspended, or expelled. If the classmate continues with the same mindset, I will have to notify the instructor to be aware of the situation. The classmate not acknowledging that plagiarism is unethical while taking an evidence-based course, it would concern me of how he/she would be in the future as a professional nurse taking care of patients. Allen et al., (2017) as cited by Dubuque et al., (2023), states nursing educators correlate the act of dishonesty in plagiarism as a vehicle for future unethical actions in the profession. Honesty and ethical standards are hallmarks of the nursing profession; however, plagiarism endangers the reputation of nursing education to the academic and social community (Krueger, 2014, as cited in Dubuque et al., 2023).

 

References:

Debuque, M. B., Dofitas, J. B., Espia, D. A., Ferrariz, T. C., Gargarita, F. J., & Oducado, R. M. (2023). Factors influencing intention to plagiarize among nursing students in the Philippines. Belitung Nursing Journal, 9(2), 118–123. https://doi.org/10.33546/bnj.2555

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

A Sample Answer 4 For the Assignment: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

Title: Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you NUR 513

By submitting an essay with incorrect citations, not only are you plagiarizing, but you also lose all academic integrity of the work because you are not using your own ideas, you are just taking them from someone else. The first step in addressing this issue includes speaking with the student on the reasoning behind submitting this type of work, and where the article was obtained. Discussion should also include that by submitting work with improper citations and false information, the student could face major academic violations and lose all points for the particular assignment. When you are in a course where you have a small window of margin to lose points, plagiarizing on one assignment could make or break the student passing the class. The student must also know that by not using your own ideas within a work, you are breaking every policy created to protect the integrity of the university. Universities become well known and respected due to their strict monitoring of academic works to ensure that students are maintaining the integrity of their works which can be used to change the world or form new discoveries.

According to the University of Iowa (n.d.), addressing academic integrity helps develop students’ ethical values and encourages them to adopt responsible behaviors, both within academia and beyond, and it instills the importance of honesty, integrity, and ethical conduct in their academic work and future professional endeavors. Also, having integrity ensures that academic institutions maintain high standards of honesty and fairness in the pursuit of knowledge. If the student in not receptive to the one-on-one discussion of the importance of properly citing sources and maintaining academic integrity, the next step is to speak with the instructor of your course in order to protect yourself and your integrity. Overall, addressing academic integrity is crucial for maintaining the integrity of the educational process, fostering ethical behavior, promoting genuine learning, and preparing students for their future professional and personal lives, and it creates a culture of honesty, fairness, and intellectual growth within academic institutions (University of Iowa, n.d.).

 

University of Iowa (n.d.). Helping students maintain integrity. https://students.tippie.uiowa.edu/tippie-resources/technology/instructional-design/academic-integrity

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.