NURS 6003 Discussion: Database in the Walden Library

Sample Answer for NURS 6003 Discussion: Database in the Walden Library Included After Question

Where can you locate proof to substantiate your arguments and scholarly writing? Throughout your degree program, you will use research literature to investigate concepts, direct your thinking, and discover fresh perspectives. When conducting a literature search, it is critical to choose peer-reviewed and scholarly periodicals. You may already have a few favorite web resources and databases that you use or have previously found useful. You will conduct research for this Discussion by utilizing databases available through the Walden Library.

To Prepare:

• Review the information presented in the Resources for using the Walden Library, searching the databases, and evaluating online resources.
• Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.

By Day 3

Post the following:
Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not

By Day 6

Respond to at least two of your colleagues on two different days, by offering suggestions/strategies for working with this database from your own experience, or offering ideas for use of alternative resources.

A Sample Answer For the Assignment: NURS 6003 Discussion: Database in the Walden Library

Title: NURS 6003 Discussion: Database in the Walden Library

Scholarly writing varies from professional writing in that it requires evidence to support your thoughts and ideas (Laureate Education, 2018). Evidence is found by researching previous scholarly writings and studies completed on your topic. Finding this evidence can be overwhelming for many students, but Walden University has made it evidence discovery more accessible to its students with the many databases it provides through the online library.

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As a neonatal intensive care (NICU) nurse, I like to research different topics to continue to improve my unit’s care provided through

evidence-based practice. For this discussion, I logged in to the Walden University online library and typed “parent education programs in the NICU”. Several articles came up and I chose one that pertained to my idea of starting a parent education series for our families. The article I chose was “Improving the Efficiency and Effectiveness of Parent Education in the Neonatal Intensive Care Unit” (Gehl et al., 2020). This article had a “find at Walden” link that yielded the full article could be found on the Ovid database (Walden University Library, 2020). Following this link gave me access to the full article with complete information for APA citation. This process was easy to use and yielded many other journal entries I could review for further evidence. I did not find any difficulties with my search. The Walden University online library linked me to easily accessible, relevant possible evidence for my assignments I have written to date. In the past, I used another university’s online library for my bachelor’s degree program. It often linked to articles not found in the databases the university granted free access to its students, which often lead to frustration. I appreciate Walden’s vast resources available to its students.

I would recommend the Ovid database to my colleagues after frequently using articles found there. OVID has access to over 1,000 open access journals with full text entries (Ovid MEDLINE, n.d.). This is important for scholarly writing to be able to read the complete journal article and be able to correctly cite the research. In addition, Ovid offers up-to-the-minute access to over 5,600 biomedical and life science journals and ePub, which allows access before print (Ovid MEDLINE, n.d.). With new research being published daily, this is useful to anyone researching evidence-based practice improvement projects for their nursing units.

References:

Gehl, M., Alter, C., Rider, N., Gunther, L., & Russell, R. (2020). Improving the efficency and effectiveness of parent education in the neonatal intensive care unit. Advances in Neonatal Care, 20(1), 59-67. https://doi.org/10.1097/ANC.0000000000000644

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author

Ovid MEDLINE. (n.d.). Description. Retrieved on October 6, 2020, from https://www.ovid.com/product-details.901.html

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 5, 2020, from https://academicguides.waldenu.edu/az.php?=19981

A Sample Answer 2 For the Assignment: NURS 6003 Discussion: Database in the Walden Library

Title: NURS 6003 Discussion: Database in the Walden Library

Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.

Submission and Grading Information

NURS 6003 Discussion Database in the Walden Library Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

Module 4 (Weeks 6-7): Scholarship and Nursing Practice

Laureate Education (Producer). (2018). Scholarship [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Scholarship [Video file]. Baltimore, MD: Author.
Learning Objectives
Students will:

Analyze research databases for identifying peer-reviewed articles
Analyze peer-reviewed research
Justify the use of peer-reviewed research in professional practice
Analyze strategies for finding peer-reviewed research

Due By
Assignment
Week 6, Days 1–4
Read the Learning Resources.
Begin to compose Part 4 of your Assignment.
Week 6, Days 1–2
Read the Learning Resources.
Compose your initial Discussion post.
Week 6, Day 3
Post your initial Discussion post.
Begin to compose Part 4 of your Assignment.
Week 6, Days 4-5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose Part 4 of your Assignment.
Week 6, Day 6
Post two peer Discussion responses.
Week 6, Day 7
Wrap up discussion.
Week 7, Days 1-6
Continue to compose Part 4 of your Assignment.
Week 7, Day 7
Deadline to submit Part 4 of your Assignment.

Learning Resources

Required Readings

Al-Jundi, A., & Sakka, S. (2017). Critical appraisal of clinical research. Journal of Clinical and Diagnostic Research: JCDR, 11(5), JE01–JE05. https://doi.org/10.7860/JCDR/2017/26047.9942

Shellenbarger, T. (2016). Simplifying synthesis. Nurse Author & Editor, 26(3). Retrieved from http://naepub.com/reporting-research/2016-26-3-3/

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home

Walden University Writing Center. (n.d.). Common assignments: Synthesizing your sources. https://academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing

Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/webinars/technical

Document: Academic Success and Professional Development Plan Template (Word document)

Document: Introduction to Scholarly Writing: Tips for success (PDF)

Required Media

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author.
Discussion:

A Sample Answer 3 For the Assignment: NURS 6003 Discussion: Database in the Walden Library

Title: NURS 6003 Discussion: Database in the Walden Library

I enjoyed reading your post and I can relate to a lot of what you said in it. I feel that more then ever with the amount of research, journals, articles and opinions that will be published in regard to COVID we need to step back and critically analyze whether the article or data is scholarly. According to Laureate Education “it is important for nurses to conduct research; we are at the bedside and we see problems that need to be addressed that perhaps others would not see” (2018). This is critical when we begin to analyze the data that is being published by multiple parties. We are in a good position to do our own research and start the process of changing what does not work for these patients and we can accomplish this with credible data and peer review research ourselves. As bedside nurses we are in a crucial role to change health care and get our findings out to other organizations that can benefit from what we have learned.

I also agree with you that research poses challenges when using the online libraries. I also struggled with it. When I looked up education and COVID for example I was presented with so much information that it was overwhelming and when I researched it more I found a lot of the information was not scholarly but public press releases and opinions without much data to them.  When I was evaluating the articles and journals I relied on the Walden Library’s page on Evaluating Resources for some key points to check for the credibility of the publication. I found a lot of trade publications which according to the library “are written by staff writers or practitioners in a given trade or profession. The intent is to share industry news, trends and advances”( Walden Library, n.d.). Some of the articles are peer reviewed but a majority do not get peer reviewed. In the future I am going to use your recommendation to use the “Advanced Search” tab and see if I cannot rein in some of the topics that come up when I do a complete search. This may help with some of my frustration and time it takes me to research articles. Thank you.

References

Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Scholarship [Video file]. Baltimore, MD; Author.

 

Walden University Library,. (n.d.). Evaluating resources: Journals. Retrieved October 4^th, 2019 from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

A Sample Answer 4 For the Assignment: NURS 6003 Discussion: Database in the Walden Library

Title: NURS 6003 Discussion: Database in the Walden Library

Selecting the appropriate resources is imperative for scholarly communication, written or verbal, and whether it is used for research, academia, or within a profession. These resources can be obtained through institutions such as Walden University’s library that has an extensive searchable database. The use of search filters narrows the search to specific topics allowing the researcher to find relevant articles.

Working in the telemetry unit, I conducted a search “indications for cardiac monitoring”. I specifically used Thoreau as it seemed to be the default search database. Subsequently, the search redirected to EBSCO. By filtering the last five (5) years from 2015 through 2020 and limiting to “Peer Reviewed Scholarly Journals Only”, I was able to get 20 results. Unfortunately, one article I was interested in because of the proximity to my residence, which was the third hit, “Implementing Guideline-based Indications for Cardiac Monitoring at Cedars-Sinai Medical Center” had a broken link and was no longer accessible.

As tempted as I was to do a “Google Scholar” search, I decided to stay within Walden University’s library. Scrolling down the page, hit number 18 caught my attention; “Reducing over-utilization of cardiac telemetry with pop-ups in an electronic medical record system”. As luck would have it, the article could not be accessible though ProQuest. It was however an Open Access Resource; therefore, I was able to view and download the article. As interesting as the article was, I didn’t not necessarily answer my original question, “indications for cardiac monitoring”. As I scrolled back up on the search page, the second hit seemed to be more relevant, “Indication-specific event rates among hospitalized patients undergoing continuous cardiac monitoring”. Fortunately, this article was available full text and downloadable through ProQuest. While reading this article, I was now interested in the cost for using cardiac monitoring. I did a new search for “telemetry monitoring cost” using the same filters and search limits, in which the second hit was relevant to my research.

The system is user-friendly and enables researchers to find several articles pertaining to their subject. However, as I experienced, some of the links may be broken. Perhaps the article is no longer available through EBSCO. This database is extremely useful to my colleagues as it is scholarly and using Boolean phrases, filters, and search limits provide articles with the latest evidenced-based research in healthcare. I would recommend using the Walden University library. Furthermore, there are 181 total databases that can be accessed in addition to Thoreau including CINAHL, ProQuest, PubMed, and MEDLINE. Happy researching!’

I have selected the article “Physical and Mental Health of Children during COVID-19 Lockdown: Parents’ perspective”. This article pertains to my practice as a student to become a Psychiatric Nurse Practitioner. I plan to work with children and adolescence with mental health illnesses. The article is regarding children who have spent an increased amount of time at home. Children during the covid-19 pandemic had limited physical activity and increased time using technology, significantly impacting their mental health. Data was collected using a “cross-sectional online survey to assess the impact of COVID-19 on the physical and mental health of the children using parents’ perspectives” (Tajane, Golwala, Nangia, & Chavan, 2021). Results showed an increased number of hours spent on cell phones and sleeping compared to before the lockdown.

The database I used to search for my article was Walden University library. I searched the terms “mental health children.” This database is helpful to my colleagues because we can eliminate our results to full text, peer-reviewed scholarly journals, and a few other selections. There is also an option to select the publication year. I highly recommend this database. I find that library databases are excellent for searching for a peer-reviewed scholarly journals. It is a fast option that gives many different options for articles. It is easy to use. There are many ways to set options that help us find the article we are searching for.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.