NUR 590 Role of Research and Research Process for Advanced Registered Nurses

Sample Answer for NUR 590 Role of Research and Research Process for Advanced Registered Nurses Included After Question

NUR 590 Role of Research and Research Process for Advanced Registered Nurses

 

Description

Objectives:

  1. Describe the characteristics of scholarly nursing research for the advanced registered nurse.
    2. Discuss methods for accessing and evaluating nursing research.
    3. Relate credibility to academic integrity and evidence-based practice expectations .El Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 20-22 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Information Literacy: The Perils of Online Research

Description:

Watch “Information Literacy: The Perils of Online Research,” by Cambridge Educational (2006), available through Films on Demand in the GCU Libra1y.

Effective Internet Search: Basic Tools and Advanced Strategies

Description:

Watch “Effective Internet Search: Basic Tools and Advanced Strategies,” by Cambridge Educational (201 !) , available through Films on Demand in the GCU Libra1y.

Researching, Reading, and Writing

NUR 590 Role of Research and Research Process for Advanced Registered Nurses
NUR 590 Role of Research and Research Process for Advanced Registered Nurses

Description:

Watch “Researching, Reading, and Writing,” by Cambridge Educational (2009), available through Films on Demand in the GCU Library.

A Scholar Is What a Scholar Writes: Practical Tips on Scholarly Writing

Description:

Read “A Scholar Is What a Scholar Writes: Practical Tips on Scholarly Writing,” by Walker, from Journal of Theory Construction & Testing (2003).

Library Walkthrough Tutorial

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 590 Role of Research and Research Process for Advanced Registered Nurses

Description:

Watch the “Library Wall Through Tutorial” to become familiar· with the GCU Libra1y.

Critically Analyzing Information Sources: Critical Appraisal and Analysis

Description:

Read “Critically Analyzing Info1mation Sources: Critical Appraisal and Analysis,” located on the Comell University Library website.

About Turnitin and Plagiarism

Description:

Read the “About Turnitin” and “Plagiarism” sections of the Academic Integrity page of the GCU website.

GCU Library: General Research Guide

Description:

Review the “General Research” guide , located on the GCU Library website.

GCU Library: Persistent Links Research Guide

Description:

Review the “Persistent Links” research guide, located on the GCU Libra1y website, to learn how to locate persistent links for library articles, videos, etc.

RefWorks from the GCU Library

Description:

Manage your citations with the Refworks tool, located on the GCU Libra1y website. Refworks automates the creation of your reference lists in the fo1mat of your choice (APA, J\IILA, etc.).

GCU Library: Nursing and Health Sciences Research Guide

Description:

Review the “Nursing and Health Sciences” research guide, located on the GCU Library website .

II Tasks

Topic 6 DQ 1

Description:

Review the evidence-based practice project ideas you described in Topic 5 DQ I. Based on yow· initial ideas, what types of scholarly nursing research (such as quantitative or qualitative research, peer-reviewed resources , etc. ) would be required to fu1ther investigate the issue? Identify the criteria you would use to evaluate the appropriateness of the research. Why is it impo1tant to select research that meets these criteria?

Topic 6 DQ 2

Description:

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 c01Tectly 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 .

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • Student paper example
  • Citing Sources
  • The Writing Center is a great resource

A Sample Answer For the Assignment: NUR 590 Role of Research and Research Process for Advanced Registered Nurses

Title: NUR 590 Role of Research and Research Process for Advanced Registered Nurses

 

 

NUR 590 Topic 6 DQ 1 and 2 

DQ1 

A literature review is a critical component of research as it allows a researcher to obtain the current evidence regarding the issue of focus and, at the same time, identify gaps that can then form the basis of future research (Hickman et al.,2018). In nursing research, such gaps are key to formulating new research approaches and processes, which can then be used to improve patient outcomes related to the identified clinical issue. During the literature review for the evaluation plan and different types of evidence for the project, various gaps were encountered worth mentioning and exploring. 

One of the gaps found in the literature is the lack of a sufficient number of studies where the use of automated fall detectors led to a statistically significant improvement in the rates of falls. From the literature reviewed, it was noted that even though studies showed the clinical significance of the use of automated fall detectors in preventing patient falls, most of such results are not statistically significant (Tanwar et al.,2022). Such an observation has a substantial influence on other researchers. For example, when the findings are not statistically significant, using such an intervention as a guideline, evidence-based practice, or a gold standard for that particular issue is difficult. 

The other gap that was identified was the non-homogeneity of the study designs used. The study designs applied in the use of automated fall detectors largely varied from study to study. For instance, different studies focused on a varied number of participants which makes it difficult to draw comparisons (Singh et al.,2020). The designs used were also largely varied, ranging from experimental to non-experimental studies, which also pauses a challenge when drawing comparisons.  As such, the gap can influence researchers to come up with guidelines that can be used to promote homogeneity of research in a particular issue to help arrive at comparable and more valid findings. 

 

References 

Hickman, L. D., DiGiacomo, M., Phillips, J., Rao, A., Newton, P. J., Jackson, D., & Ferguson, C. (2018). Improving evidence-based practice in postgraduate nursing programs: A systematic review: Bridging the evidence-practice gap (BRIDGE project). Nurse Education Today, 63, 69–75. https://doi.org/10.1016/j.nedt.2018.01.015 

Singh, A., Rehman, S. U., Yongchareon, S., & Chong, P. H. J. (2020). Sensor technologies for fall detection systems: A review. IEEE Sensors Journal, 20(13), 6889-6919. https://doi.org/10.1109/JSEN.2020.2976554 

Tanwar, R., Nandal, N., Zamani, M., & Manaf, A. A. (2022, January). Pathway of trends and technologies in fall detection: a systematic review. In Healthcare (Vol. 10, No. 1, p. 172). Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/healthcare10010172 

 

DQ2 

Nursing research plays a critical role in addressing various clinical and patient care issues. Therefore, depending on the problem or practice gap, researchers employ various research methods to help them answer such questions. Analysis of the research obtained is concluded by commenting on whether the evidence obtained is statistically significant, clinically significant, or both. Clinical and statistical significance are both used in nursing research; however, the two are different. Statistical significance implies that the result, relationship, or difference observed between the variables was not solely caused by chance or a normal variation (Sharma, 2021). The implication is that statistical significance shows the likelihood or extent that the finding from the research is true and is not by chance. Therefore, when the p-value is less than 0.05, then the evidence is statistically significant and did not happen by chance. 

Clinical significance is a subjective interpretation of the evidence as meaningful to a patient or a group of patients, hence prone to the bias of the investigator. Clinically significant evidence, therefore, occur when investigators believe that the findings are medically important, hence can be applied to help guide how care is offered to patients (de Oliveira Faria et al.,2021). Statistical significance can be used to advance evidence-based projects in that the obtained p-value can be used to inform the researchers on what to do with the findings. For example, if the evidence shows that the p value is less than 0.05, then such findings can be used as a source of evidence-based practice since they did not happen by chance but are a result of the implemented intervention (Griffiths & Needleman, 2019). Clinical significant evidence can also be used as appropriate to guide the care offered to patients and support EBP. 

 

References 

de Oliveira Faria, S., Lima, G. A. S., Carvalho, A. L., Marta, G. N., Howell, D., & Eluf-Neto, J. (2022). Clinically significant changes in health-related quality of life in head and neck cancer patients following intensive nutritional care during radiotherapy. European Journal of Oncology Nursing, 56, 102065. https://doi.org/10.1016/j.ejon.2021.102065 

Griffiths, P., & Needleman, J. (2019). Statistical significance testing and p-values: Defending the indefensible? A discussion paper and position statement. International Journal of Nursing Studies, 99, 103384. https://doi.org/10.1016/j.ijnurstu.2019.07.001 

Sharma, H. (2021). Statistical significance or clinical significance? A researcher’s dilemma for appropriate interpretation of research results. Saudi Journal of Anaesthesia, 15(4), 431. https://doi.org/10.4103%2Fsja.sja_158_21