NUR513 Investigation of Evidence for Nursing -

NUR513 Investigation of Evidence for Nursing

Sample Answer for NUR513 Investigation of Evidence for Nursing Included After Question

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Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers. Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately. The overall match can be no higher than 15%, with any one match no higher than 2%. You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report. Plan accordingly as you draft your assignment. Once the due date has passed, your assignment submission will be considered final.

In this assignment, you will identify a nursing problem, investigate available evidence, and either present a plan for practice change or a proposal for further research. You will use the Stetler Model as a guide. This paper has two parts, outlined below. The Stetler Model is explained on pp. 384-389 of your textbook. You may use material from your discussion posts in this paper, however, you will need to revise them as necessary to meet the objectives of this assignment.

This activity will address the following module outcomes:

MO2: Analyze models to implement and sustain EBP. (EPSLO 7; SLO 4)

MO5: Explain the role of the master’s-prepared nurse in translating evidence for practice changes in an inter-professional team. (EPSLO 2; SLO 1)

Part I: Analysis of Evidence: Due Week 10

In Part I of the assignment, you will use Phase I, II, and III of the Stetler Model. These steps are described in further detail below. Please use the grading rubric to guide your work.

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A Sample Answer For the Assignment: NUR513 Investigation of Evidence for Nursing

Title: NUR513 Investigation of Evidence for Nursing

Phase I: Preparation

Define the nursing problem and present your research question. Make sure you describe the context of the problem, and why you think practice should change. Clearly identify the target population and potential benefits the population may reap from the proposed practice change.

Phase II: Validation

Assemble a body of evidence supporting your proposal for practice change. Perform a literature review to gather research evidence. Critique the merit of each article using the information in Chapter 5 & 6 in Melnyk & Fineout-Overholt (2019) as a guide. Present relevant cultural and contextual factors, your own individual experience and degree of expertise in this area, and preferences and values of the population.

Use the qualitativePreview the document [XLSX, file size 21 KB] and quantitativePreview the document [XLSX, file size 21 KB] research score cards to help organize your work and develop your own thoughts about the merits of each study. It is not necessary to complete a critique if one of your sources is a clinical guideline. A completed research score card must be submitted for each article when you submit your paper. Submit all research score cards to the separate dropbox, using the appropriate score card for each study, labeled M6A1: Research Critique Forms Submission Only.

You should have a minimum of seven sources (external evidence) that provide evidence about your proposed change in practice.

All seven external sources must be primary sources, robust systematic reviews, or clinical guidelines derived form a large data base.

Five of these sources must be from peer-reviewed nursing journals.

Two sources can be from other disciplines (if appropriate), but must also be peer reviewed.

You may use a clinical guideline as one of your sources, if appropriate.

Phase III: Comparative Evaluation/Decision Making

Synthesize the results of the evidence. Logically present and analyze the evidence, comparing and contrasting the results. This is not an annotated bibliography or a series of summaries of each article. It is a synthesis of pertinent information from the evidence. Evaluate all of the available evidence (external sources, relevant cultural and contextual factors, your own individual experience and degree of expertise in this area, and preferences and values of the population) and determine if it provides sufficient evidence to support an evidence based practice change.

This portion of the paper should be 8-10 pages in length (not including title page or references) and is due Week 10. You will receive a grade on this portion of the paper and instructor feedback. You should review the feedback, and incorporate it into Part II. Your grade on Part II will be partially dependent on revisions made to Part I.

Refer to the Master’s Library Guide (Links to an external site.) for additional assistance. You can locate your specific course by clicking on the dropdown menu under, the Courses tab.

Late Assignment Policy

All assignments (e.g. papers, projects, etc.) are expected to be submitted on time. If unplanned or extenuating* circumstances prevent on time submission, then students should follow these guidelines:

Contact your instructor with details about the extenuating circumstances if you are requesting permission to submit late.

If a student submits an assignment late without permission, it will not be graded until the student communicates with the instructor. If there is no communication with the instructor before the assignment grade is due, a grade of zero will be assigned.

The first late submission in the course will be accepted and graded without penalty up to 5 days after the due date. After 5 days of no submission, the instructor may assess a late penalty of 5 percent per day.

All subsequent late assignments may be assessed a late penalty of 5 percent per day, starting on day one. There will be no 5-day grace period.

This policy does not pertain to discussion posts. Please review the course specific discussion rubric for further guidance.

Please note that course structure may result in exceptions to the late policy. In this case, the instructor will either clarify or arrange guidelines for submission of assignments with the student(s).

No work will be accepted after the final day of the term unless an official course extension has been granted. Excelsior College Extension Policy (Links to an external site.).

Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.

Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Submit Assignment” in the upper right corner. Click on “Browse,” browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to the Browse button. Enter your comments, if any, in the Comments area. Click on “Submit Assignment.”

Evaluation

This assignment will be graded using the rubric displayed below. Please review this rubric prior to beginning your work. You can also access the rubric on the Course Rubrics page within the Start Here module. This assignment is worth 20% of your final course grade.

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.