NURS 6003 Week 4 Discussion: Using the Walden Library

Sample Answer for NURS 6003 Week 4 Discussion: Using the Walden Library Included After Question

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. 

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 6 

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. 

A Sample Answer For the Assignment: NURS 6003 Week 4 Discussion: Using the Walden Library

Title: NURS 6003 Week 4 Discussion: Using the Walden Library

My goal as an MSN student is to one day become an Adult-Gerontology Acute Care Nurse Practitioner.  The peer-review article I chose is titled “Acute Care Nurse Practitioner Students’ Perceptions of a Debriefing Experience After a Cardiac Emergency High-Fidelity Simulation: A Qualitative Study” (2021).  This article can be found in AACN Advanced Critical Care, a journal published by the American Association of Critical-Care Nurses (2021).  As nurses advance their role to becoming acute care nurse practitioners, they need specialized training to prepare them. This study uses a qualitative approach to explore students’ perceptions on whether simulation on emergent situations and debriefing experiences would grow their leadership-related learning abilities (Ali et al., 2021).

Because online search databases typically contain only abstracts, I found it difficult to locate a peer-reviewed journal article in its entirety unless subscribed to that database. Also, after using Walden’s database, I had a hard time locating an article that was recently published, and pertinent to advanced practice nursing in a critical care setting. I am a member of AACN and I have utilized its evidence-based resources for many purposes throughout my career.  Experts explain that evidence-based practice is the integration of individual clinical expertise with the best available external clinical evidence from systematic research (Al-Jundi & Sakka, 2017).  The AACN is a useful database for students and professionals because it is a professional organization that provides peer-reviewed research that is evidence-based as well as carefully evaluated healthcare information by the guidance of fully qualified experts.  This database also includes research and data services that are centered around baccalaureate and graduate nursing programs.

The “AACN Scope and Standards for Acute Care Nurse Practitioner Practice” describes and measures the expected level of practice and professional performance for acute care nurse practitioners and offers a practical tool for students, educators, and advanced practice nurses caring for high acuity or critically ill patients and their families (AACN, 2021).  Therefore, I would recommend this database to my colleagues who have a goal is becoming an acute care nurse practitioner one day.

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References

Ali, A. A., Miller, E., Musallam, E., & Ballman, K. (2021). Acute care nurse practitioner students’ perceptions of a debriefing experience after a cardiac emergency high-fidelity simulation: A qualitative study. AACN Advanced Critical Care, 32(3), 264–274. https://doi.org/10.4037/aacnacc2021376

American Association of Critical Care Nurses. (2021). AACN Scope and Standards for Acute Care Nurse Practitioner Practice. https://www.aacn.org/nursing-excellence/standards/aacn-scope-and-standards-for-acute-care-nurse-practitioner-practice.

White, T., Kokiousis, J., Ensminger, S., & Shirey, M. (2017). Supplementing intensivist staffing with nurse practitioners. AACN Advanced Critical Care, 28(2), 111–123. https://doi.org/10.4037/aacnacc2017949

A Sample Answer 2 For the Assignment: NURS 6003 Week 4 Discussion: Using the Walden Library

Title: NURS 6003 Week 4 Discussion: Using the Walden Library

The most straightforward way to identify a peer-reviewed article is to use one of the University Library’s numerous databases that are available to students who are interested in scholarly research (Walden University Library, n.d.). In research and according to Walden University (n.d.) t is vital to find more peer-reviewed publications that have been validated and probed for originality and validity when seeking for articles for any scholarly writing or literature. It has always been my interest to apply using nursing diagnosis in the holistic treatment of mentally ill patients, which entails assessing their needs and producing a clear plan of care that includes establishing the diagnosis and building strategies to implement the planned care for improved outcomes.

The PubMed database which I used helped me to easily locate an article titled Nursing Diagnoses Related to Psychiatric Adult Inpatient Care by Frauenfelder et al. (2018), which taught me a lot more about evidence-based practice for the speciality I chose. I had no trouble finding it because the database (PubMed) allows for a search that involves using criteria to find an article based on publication date, article kind, text availability, and other factors. The researcher’s task of locating the right article for the intended analysis is made significantly easier as a result of this. I would recommend this database to my colleagues because it is simple to use and can provide the exact information that a researcher needs by using the available filters and limiters.

References:

Frauenfelder, F., van Achterberg, T., & Muller Staub, M. (2018). Nursing diagnoses related to psychiatric adult inpatient care. Journal of clinical nursing, 27(3-4), e463–e475. https://doi.org/10.1111/jocn.13959

Walden University Library. (n.d.). Verify peer review. https://academicguides.waldenu.edu/library/verifypeerreview

Walden University. (n.d.). Scholarly writing: Overview. https://academicguideswaldenu.edu/writingcenter/scholarly

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A Sample Answer 3 For the Assignment: NURS 6003 Week 4 Discussion: Using the Walden Library

Title: NURS 6003 Week 4 Discussion: Using 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 Week 4 Discussion: Using the Walden Library

Title: NURS 6003 Week 4 Discussion: Using the Walden Library

I am in the PMHNP program so I am interested in studies involving mental health care. The peer-reviewed article that I found is about the impact of social media usage on mental health. The title is “The impact of social media on college mental health during the COVID-19 pandemic: A multinational review of the existing literature”, and it came from Current Psychiatry Reports. The findings of this study determined that excessive use of social media during the pandemic could lead to increased rates of anxiety and depression (Haddad et al., 2021). I found this article by using the Walden University Library site. I used EBSCO Discovery Service and CINAHL database to search the terms “social media” and “mental health” since this is a topic that is very interesting to me. The citation for this article is listed below. One issue that I found during my search was that I was getting journal articles from a few years ago. I also was not sure if the articles I was finding were peer-reviewed or not. To fix this problem, I selected “Advanced Search” and I was able to ensure that only journals that were peer-reviewed and within the last 5 years were shown.

I think that CINAHL database would be helpful to my colleagues. CINAHL stands for Cumulative Index to Nursing and Allied Health Literature, and it is a respected database for medical professionals. It is very important that advanced practice nurses use appropriate research and synthesize the information in these sources appropriately. CINAHL is known to contain over six million records and almost 5500 journals. Providing such a large number of resources allows nurses to extract the material that matches most closely to their study of practice. Much of the research includes randomized controlled trials, which are very reliable resources for nurses (Glanville et al., 2019).

I would recommend CINAHL database because this database allows an individual to filter their search terms and select the articles that match what they are trying to research. The database is easy to use and provides nurses with evidence-based research (Glanville et al., 2019). Evidence-based practice allows a person to demonstrate their clinical expertise while also using the best evidence from research to provide good patient care. Since CINAHL provides many articles with peer-reviewed research, this appears to be a good resource for medical professionals to use to improve patient interactions and patient education (Al-Jundi & Sakka, 2017).

 

References

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

Glanville, J., Dooley, G., Wisniewski, S., Foxlee, R., & Noel-Storr, A. (2019). Development of a search filter to identify reports of controlled clinical trials within CINAHL Plus. Health Information & Libraries Journal, 36(1), 73–90. https://doi.org/10.1111/hir.12251

Haddad, J. M., Macenski, C., Mosier-Mills, A., Hibara, A., Kester, K., Schneider, M., Conrad, R. C., & Liu, C. H. (2021). The impact of social media on college mental health during the COVID-19 pandemic: A multinational review of the existing literature. Current Psychiatry Reports, 23(11), 1–12. https://doi.org/10.1007/s11920-021-01288-y

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.

Also Read: NURS 6003 Week 3 Part 2 Strategies to Promote Academic Integrity and Professional Ethics