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NURS 6003 Discussion Using the Walden Library SAMPLE

NURS 6003 Discussion Using the Walden Library SAMPLE

Peer-Reviewed Article

Alvarez, R., Ginsburg, J., Grabowski, J., Post, S., & Rosenburg, W. (2016). The social work role in reducing 30-day readmissions: The effectiveness of the Bridge Model of Transitional Care. Journal of Gerontological Social Work59(3), 222–227. https://www-tandfonline-com.ezp.waldenulibrary.org/doi/full/10.1080/01634372.2016.1195781

This article discussed a transitional care model led by a social worker. The Bridge Model is a person-centered, outcome-oriented, interdisciplinary transitional care intervention that helps older adults’ transition from the hospital to their homes and communities. This peer-reviewed article is of particular interest because it explored a different approach to facilitate transitional care. The model produces tangible benefits for individuals and families, pointing toward a future of patient-centered health management. As a nurse, I am familiar with models and interventions led by nurse practitioners; however, the Bridge Model is led by a Bridge Care Coordinator (BCC) and focuses on psychosocial issues that affect older adults during transitional care (Alvarez et al., 2016).

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Experience Searching for the Article

I used Walden University (WU) library to search for the article. I entered the keywords in the search box, and I was directed to the EBSCO Discovery Service database that included the link for the item. I did not face any difficulties; the overall experience was easy. WU’s databases contain a variety of materials. Some databases contain only peer-reviewed journals; others include a mix of peer-reviewed and general material (Walden University, 2020a).

Overall, these databases are beneficial during the literature search. Depending on the type of article, students can initiate the search specifying the type of publication.  For instance, articles can be located by keywords, title, journal, or Digital Object Identifier (DOI). In addition, the library offers a great variety of dissertations and thesis, newspapers, magazines, encyclopedias, among other relevant materials (Walden University, 2020b).

Usefulness of the Walden University Library 

There is no doubt that the WU library is an excellent tool for students enrolled in all types of programs. The accessibility to any material and the library’s easy-to-navigate feature makes it indispensable during assignments preparation. One of my favorite tools is the Ask A Librarian. I have used it on several occasions, and the response is almost instantaneous. When in doubt, I ask questions about references format or in-text citations.

As students enrolled at WU, we have automatic access to a countless number of publications. Getting familiar with the library might be difficult at first, especially if we have a preference for Google Scholar or any other type of database; however, there is a great variety of short tutorials that helps to understand the dynamics of the site. “Library research skills are vital to academic success as students at WU” (Walden University, 2020c); hence, I strongly recommend becoming familiar with it. Let us not forget that most assignments require the use of the WU library.

References

Alvarez, R., Ginsburg, J., Grabowski, J., Post, S., & Rosenburg, W. (2016). The social work role in reducing 30-day readmissions: The effectiveness of the Bridge Model of Transitional Care. Journal of Gerontological Social Work59(3), 222–227. https://www-tandfonline-com.ezp.waldenulibrary.org/doi/full/10.1080/01634372.2016.1195781

Walden University Library. (2020a). Verified Peer Reviewed: Limit to Peer reviewed Articles.

https://academicguides.waldenu.edu/library/verifypeerreview/limittopeerreview

Walden University Library. (2020b). Publications: Journals & Articles.

https://academicguides.waldenu.edu/library/publications

Walden University Library. (2020c). Instructional Media: Fundamentals of Library Research

https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

NURS 6003 Discussion Using the Walden Library SAMPLE

PEER RESPONSES

Hello Lourdes,

The resources provided by Walden University (WU) is really very useful for students. I am in total agreement with your post

NURS 6003 Discussion Using the Walden Library SAMPLE

NURS 6003 Discussion Using the Walden Library SAMPLE

describing how useful are the online resources are. I started my program with WU way back 2013, and ever since I started my courses, I have been provided with countless options that helped me get the needed resources for my studies. This week’s video file discussed how research and writing have been enhanced using the online links that provides tutorials in improving the quality of written work for students (Laureate Education, 2018). Knowing that resources are readily available and easy to access alleviates the stress of new students. I can attest to this because that was how I felt when I started. Eventually as I learned to navigate the system, it made things easier for me to finish weekly assignments.

The peer reviewed article you chose is current and relevant for our profession. The topic of transitional care is important for nurses to learn because as we provide care to our patients, we also help in coordinating their care when they get discharged. The critical appraisal of articles like this helps improve the development of other research ideas related to the topic, because the information derived are proven evidences of its worth (Smith, 2009). I can apply this article you shared in my practice by being able to enhance the utilization of community resources in preparation for the discharge of my patients.

Majority of journals are written with scholastic integrity and are peer reviewed (Walden University, n.d.). The peer review process is helpful in expanding our list of option to gather more related literature. Thank you for sharing your insights about this week’s discussion topic. I learned a lot from it.

Reference

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

Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. Austrian Institute of Radiography, 56(3), 6–10. Retrieved from http://www.minnisjournals.com.au/articles/radiographer%20smith%20dec%2009.pdf

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

Hello L….,

I forgot about the “Ask a Librarian” resource provided to us provided by Walden University. I imagine that is probably extremely helpful and will use that in the future for my research. Thank you for such a helpful reminder. When started my research, the biggest issue i ran into was finding specific sources, so i imagine this resource would be helpful with that. I had no idea the repsonse was so quickly and gave input into APA formatting.

I agree with you when you said the online library is very easy to use and that we should familizarize ourselves with it. When doing my research, working through the different search tools to narrow down my topic proved to be very in depth and produced amazing results. By navigating through our resources, we can find some really amazing stuff in the WU Library! One thing to keep in mind is the credibility of the source. Don’t forget that when we have to use sources, it’s important to analyze the authors of each source. Scholarly journals are written “by academics for academics” (Walden University, 2020). When limiting your search, it’s important to consider whether or not the article was written with any misleading intent or if it was provided for educations sake. Walden university allows us easy access to finding scholarly articles, and scholarly articles “are a crucial part of the scholarly process, as they often represent the most current literature on a given topic”(Walden University, n.d.).

References

Walden University Library. (2020). Publications: Journals & Articles.

https://academicguides.waldenu.edu/library/publications

Walden University Library. (n.d.). Instructional media: Fundamentals of Library Research.

https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

 

To Prepare:

  • Review the information presented in the Learning 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 interests you.

By Day 3 of Week 4

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 of Week 4

Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

RE: Initial Discussion – Week 4- Michael Collins

Peer-Reviewed Article Citation 

Murphy, L., Markey, K., Donnell, C., Moloney, M., & Doody, O. (2021, August).The Impact of the COVID-19 pandemic and its related restrictions on people with pre-existent mental health conditions: A scoping review. Archives of Psychiatric Nursing, 35(4), pp. 375-394. http://dx.doi.org.ezp.waldenulibrary.org/10.1016/j.apnu.2021.05.002

For this discussion, I have chose a peer-reviewed journal article discussing the relationship between the COVID-19 pandemic and mental health and how it has in many ways exacerbated mental illness in people with pre-existing mental illness. Being currently employed in an inpatient mental health facility, I have personally seen through this pandemic that effects the pandemic had on society have increased admissions related to the restrictions COVID has caused. I chose this article because I am currently in the Psychiatric Mental Health Nurse Practitioner program. 

 Considering this is my first graduate program and also my first time with Walden University, I am new to this Walden Library database searching and relatively inexperienced in database searches in general. I worked through the modules on the Instructional media: Fundamentals of library research from Walden University resources (Walden University Library, n.d.). This was beneficial and increased my familiarity with the library and database searches. It will require a significant amount of practice to become proficient at the process which will happen through my time here at Walden. The difficulties I faced occurred after I chose which database I needed. Finding my database was easy after searching mental health. I came across the database called APA PsycInfo which was described as the “largest resource devoted to scholarly peer-reviewed Literature in the Behavioral Sciences and Mental Health” (Walden University Library, n.d.).  Once I chose this database to use, some confusion followed regarding all of the different options to refine the searches. As I navigated through the options, I found helpful ways to refine the search to find exactly what I was looking for. 

 For anyone in the same program as me to become a Psychiatric Mental Health Nurse Practitioner, I would highly recommend this database to use for scholarly writing and research. There is a vast amount of peer-reviewed journals and articles that you can sort through with the use of key words and search options in order to find exactly what you are looking for. I was able to learn and navigate through this database for the first time relatively quickly and will certainly continue to practice using this to master my scholarly research abilities. This database focuses solely on mental health and behavioral sciences, so this is especially helpful for the program I am in along with many of my fellow classmates. 

 

References

Murphy, L., Markey, K., Donnell, C., Moloney, M., & Doody, O. (2021, August).The Impact of the COVID-19 pandemic and its related restrictions on people with pre-existent mental health conditions: A scoping review. Archives of Psychiatric Nursing, 35(4), pp. 375-394. http://dx.doi.org.ezp.waldenulibrary.org/10.1016/j.apnu.2021.05.002

Walden University Library. (n.d.). Databases A-Z: Nursing: Mental Health. Walden University. https://academicguides.waldenu.edu/az.php?s=19981&q=Mental%20health

Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Walden University. https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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