NRS 433V Rough Draft Qualitative Research Critique and Ethical Considerations IN

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

Appropriate format is not used. No documentation of sources is provided.

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

Appropriate format and documentation are used, although there are some obvious errors.

Appropriate format and documentation are used with only minor errors.

No errors in formatting or documentation are present.

Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience.

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Qualitative Studies

Only one article is presented. Neither of the articles presented use qualitative research.

Two articles are presented. Of the articles presented, only one article is based on qualitative research.

N/A

N/A

Two articles are presented. Both articles are based on qualitative research.

Introduction of Nursing Practice Problem, Purpose, and PICOT Question

Introduction of the nursing practice problem, purpose of the essay, or PICOT question is not included.

Introduction does not include a clear description of the nursing practice problem and purpose of the essay. The PICOT question is not clearly written and is missing some of the necessary elements.

Introduction includes a basic description of the nursing practice problem and purpose of the essay. The PICOT question is present.

Introduction includes the nursing practice problem and purpose of the essay in a clear manner. The PICOT question is clear and includes all elements.

Introduction includes the nursing practice problem and purpose of the essay in a comprehensive manner. The PICOT question is concise, accurately written, and includes all elements.

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

Relevant evidence that includes other perspectives is used.

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

Few mechanical errors are present. Suitable language choice and sentence structure are used.

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Background of Studies

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is not included.

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is not clearly written and lacks information.

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation.

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details.

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and an extensive explanation.

Results of Studies

A discussion of the results of each study, including key findings and implications for nursing practice, is not included.

A discussion of the results of each study, including key findings and implications for nursing practice, is unclear and incomplete.

A general discussion of the results of each study, including key findings and implications for nursing practice, is included.

A discussion of the results of each study, including key findings and implications for nursing practice is complete and includes relevant details and supporting explanation.

A discussion of the results of each study, including key findings and implications for nursing practice, is thorough with substantial relevant details and extensive explanation.

Method of Studies

A discussion on the method of study for each article is not included.

A partial discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are omitted or incomplete. There are significant inaccuracies.

A general discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are included but the description is general.

A detailed discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are presented.

A thorough discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are presented. The discussion demonstrates a solid understanding of research methods.

Articles Support of Nursing Practice Problem

A discussion on how articles support the PICOT question and how the interventions and comparison groups compare to those identified in the PICOT question is not included.

A discussion on how articles support the PICOT question and how the interventions and comparison groups compare to those identified in the PICOT question is unclear or lacking information.

A discussion on how articles support the PICOT question is presented. The articles demonstrate general support in answering the proposed PICOT question. The interventions and comparison groups in the articles generally compare to those identified in the PICOT question.

A discussion on how articles support the PICOT question is presented. The articles demonstrate support in answering the proposed PICOT question. The interventions and comparison groups in the articles compare to those identified in the PICOT question.

A thorough discussion on how articles support the PICOT question is presented. The articles demonstrate strong support in answering the proposed PICOT question. The interventions and comparison groups in the articles strongly compare to those identified in the PICOT question.

Ethical Considerations

Ethical considerations when conducting nursing research is not included. Discussion of how the researchers accounted for ethical considerations is not included.

Ethical considerations when conducting nursing research unclear. Discussion of how the researchers accounted for ethical considerations is incomplete.

Ethical considerations when conducting nursing research is discussed in basic manner. Discussion of how the researchers accounted for ethical considerations is included.

Ethical considerations when conducting nursing research is clearly discussed. Discussion of how the researchers accounted for ethical considerations is through.

Ethical considerations when conducting nursing research is comprehensively discussed. Discussion of how the researchers accounted for ethical considerations is thorough with substantial relevant details and extensive explanation.

Demonstrates achievement of scholarly inquiry for professional and academic topics.

• 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.

• 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.

• 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.

• 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

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

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.

• 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.

• 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.

• 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.

• 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.

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.

• 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.

• 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.

• 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.

• 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

Requirements

• Initial, peer, and faculty postings were made on 3 separate days

• Initial, peer, and faculty postings were made on 3 separate days

• 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.

• 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.