NURS 6003 Week 5 Part 3: Research Analysis

Sample Answer for NURS 6003 Week 5 Part 3: Research Analysis Included After Question

Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.

Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.

In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.

To Prepare:

• Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.
• Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.
• Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.

The Assignment:

Using the “Module 3 | Part 3” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

• Your topic of interest.
• A correctly formatted APA citation of the article you selected, along with link or search details.
• Identify a professional practice use of the theories/concepts presented in the article.
• Analysis of the article using the “Research Analysis Matrix” section of the template
• Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
• Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
  • Describe your approach to identifying and analyzing peer-reviewed research.
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
  • Identify at least one resource you intend to use in the future to find peer-reviewed research.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

By Day 7 of Week 5

Submit your analysis, including your completed section of the Academic Success and Professional Development Plan Template sections and your matrix and summary.

Module 3 | Part 3: Research Analysis

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.

A Sample Answer For the Assignment: NURS 6003 Week 5 Part 3: Research Analysis

Title: NURS 6003 Week 5 Part 3: Research Analysis

The emergency section of a health facility is one of the most critical areas that address urgent care needs of patients. Despite having staff from different specialties, nurses are the most professionals found in the emergency departments of care facilities. Notably, due to nurse shortage across most health facilities, focus has been made to allow the professionals to work in shifts to balance care services to patients (Svirsko et al., 2019). However, scheduling nurses in an emergency department is a daunting task and time-consuming to leadership in a health organization. Being able to balance shift hours in order to achieve sufficient nurse-staffing levels at the emergency department requires the implementation of a mathematical model to satisfy preferences of nurses in this section. The present excerpt delves into how mathematical modeling can be used to improve nurse-scheduling process at the emergency department of care facilities. It also uses a template to provide a comprehensive approach in the identification and analysis of peer-reviewed research required for evidence-based practice.

Step 1: Research Analysis

Complete the table below

Topic of Interest:	Using Mathematical Modeling to Improve the Emergency Department Nurse-Scheduling Process
Research Article: Include full citation in APA format, as well as link or search details (such as DOI)	Svirsko, A. C., Norman, B. A., Rausch, D., & Woodring, J. (2019). Using mathematical modeling to improve the emergency department nurse-scheduling process. Journal of emergency nursing, 45(4), 425-432. https://doi.org/10.1016/j.jen.2019.01.013
Professional Practice Use: One or more professional practice uses of the theories/concepts presented in the article	Mathematical modeling can be used to satisfy the preference of nurses based on shift hours allocated. The approach uses a self-scheduling process so that nurses can select day or night shifts based on their preferences. However, to ensure that nurses attend all shifts, a cycle of rotation is made weekly so that those nurses scheduled for night shift in one week take day shifts in the following week. The concept of modeling serves to address time at the emergency department. Implementation of the nursing shift patterns as defined by a mathematical formula decreases the time needed by leadership to reconcile monthly schedule in a health facility. Therefore, sufficient time will be allocated for care at the emergency department and not used to solve conflicts arising due to unbalanced shift hours among nurses.
Research Analysis Matrix Add more rows if necessary	Strengths of the Research	Limitations of the Research	Relevancy to Topic of Interest	Notes
	It is based on detailed analysis of the concept of mathematical modeling and therefore enhances clarity for better understanding.	No randomized controlled trials (RCTs) have been conducted on this research which means the article relies on meta-analysis for information. This means data is limited in this research.	The topic will help me identify a formula for mathematical modeling that can effectively be used to allocate shifts to nurses throughout the day and for night schedules.	Additional studies on how mathematical modeling improved nurse-staffing levels.
	Formulation of a mathematical model for scheduling nurse shift hours promotes harmony as it reconciles duty allocation.	Study does not clarify specific area where the concepts has been applied to warrant its adoption in emergency departments.	Topic is instrumental in identifying methods that nurse leaders can use to increase satisfaction of nurses at the emergency department of a care facility.	Further research on how application of mathematical modeling concept in shift scheduling reduces nurse burnout to optimize care at the emergency department.

I would recommend this article for use to inform decision on professional practice at the emergency department of care facilities. This is because the article was published in 2019 and therefore it is relevant for present health practice (Lefebvre et al., 2019). Nonetheless, information present in the material relate with my areas of interest a family nurse practitioner with a specific interest in the emergency care. Notably, findings from the publication provides information to leadership of health organizations on the necessity of scheduling shift days and nights for nurses in ways that guarantee satisfaction for the professionals (Tricco et al., 2018). While this article was intended for emergency department, I would recommend it in all other departments because of its necessity to address shift hours which is always a bone of contention in most care facilities occasioned by shortage of health staff.

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

• Describe your approach to identifying and analyzing peer-reviewed research
• Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
• Identify at least one resource you intend to use in the future to find peer-reviewed research

My approach to identify and analyze peer-reviewed research is based on critical reading as well as evaluation of articles to identify the best that is in line with my topic. Through intensive reading of materials from different library databases, I was able to classify these publications as either peer-reviewed or not and also identified their relevance for clinical research (Cooper et al., 2018). Notably, peer-reviewed articles are also checked in terms of the quality of the publication by analyzing accuracy and assessing validity of the research. For me to achieve this, I refined my search strategy by selecting relevant topic and ensured that the results in the manuscript were relevant to the present study by selecting the latest publication (Krishnamurthy & Wood, 2018).

I found data search skills and evaluation of types of resources in scholarly journals as two strategies that I would use in finding peer-reviewed articles. The first strategy enhances my ability to retrieve materials from a search database (Lefebvre et al., 2019). It is always a challenge for a majority of students to evaluate relevant materials for their studies but with the data search skills, one can categorize databases that are relevant to their area of research and select keywords to limit their searches. The second strategy on the other hand singles out articles that are peer-reviewed and published for use in scholarly journals (Cooper et al., 2018). These two strategies ensure that quality materials are selected so that I gain adequate knowledge for successful completion of my MSN program.

In order to find peer-reviewed resources in the future, I intend to use online library databases found at Walden University library and beyond. Database resources from an online library contain numerous peer-reviewed journals with special catalogs organized in an alphanumerical order from A to Z (Krishnamurthy & Wood, 2018). It then means that database search can be useful in locating published materials by selecting an alphabetical listing that coincides with the topic of research. The use of online library databases is also easy to navigate as one opts to find relevant information during studies (Tricco et al., 2018). As an MSN student, library databases will be instrumental in providing consistent information in a secure form as they can only be accessed at the Walden University library by students or staff who have valid passwords.

Conclusion

Academic and professional success requires one to delve into intensive research relevant to an area of study or expertise. However, since a lot of research is involved, one needs to identify a search strategy to retrieve peer-reviewed publications for studies. As discussed in the preceding texts, the selection of articles for research should be based on the use of online library databases that are easy to use and those that provide accurate information. The premise will guide in the selection of articles that provide information on evidence-based practice related to the adoption of a mathematical model that can be used to schedule shift hours for nurs

References 

Cooper, C., Booth, A., Varley-Campbell, J., Britten, N., & Garside, R. (2018). Defining the process to literature searching in systematic reviews: a literature review of guidance and supporting studies. BMC medical research methodology, 18(1), 1-14. https://doi.org/10.1186/s12874-018-0545-3

Krishnamurthy, M., & Wood, F. (2018). Promoting effective searches and use of information by DNP students: Getting the write start. Nurse educator, 43(2), 63-64. https://doi.org/10.1097/NNE.0000000000000457

Lefebvre, C., Glanville, J., Briscoe, S., Littlewood, A., Marshall, C., Metzendorf, M. I., … & Cochrane Information Retrieval Methods Group. (2019). Searching for and selecting studies. Cochrane Handbook for systematic reviews of interventions, 67-107. https://doi.org/10.1002/9781119536604.ch4

Svirsko, A. C., Norman, B. A., Rausch, D., & Woodring, J. (2019). Using mathematical modeling to improve the emergency department nurse-scheduling process. Journal of emergency nursing, 45(4), 425-432. https://doi.org/10.1016/j.jen.2019.01.013

Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., … & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850

 

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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.

Also Read: NURS 6003 Week 4 Discussion: Using the Walden Library