NURS 8002 Assignment: AACN Competencies and the Walden Mission, Vision, and Outcomes
Sample Answer for NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles Included After Question
What steps do you take to locate primary and peer-reviewed research articles when performing a literature search?
What resources are available to you to engage in a meaningful and successful literature search?
As you have explored throughout this course, Walden University provides vast resources for student support to ensure success in their academic program of study. When it comes to research and using Library resources, several support mechanisms are available to you as well.
Taking the first step to think about a research topic or area of interest and filtering that topic using a series of keywords and operations will be a fundamental component for performing a literature search in Walden Library’s databases. While the ultimate goal is to produce a set or results that match your search criteria, you must keep in mind that that the quality of the research articles obtained will likely vary. Thus, you must critically examine and analyze the aims of the research produced and how it aligns, confirms, or negates your topic or area of research. As you develop proficiency in this area, you will discover that you can extract content themes and frameworks to enhance future research and the need to identify additional research support.
For this Assignment, consult the Walden Library webinars and resources provided. These resources serve as a general good first step for performing literature searches and engaging with the databases of research available to you. Think about a research topic or area of interest to focus on for this Assignment. Then, search the Walden Library to locate and retrieve peer-reviewed research articles that pertain to your topic or area of interest.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE:
- Review the Walden Library webinars presented in the media Learning Resources for this week.
- Then, search the Walden Library and locate three peer-reviewed primary research articles that pertain to your practice area and are of particular interest to you.
THE ASSIGNMENT: (6 PARAGRAPHS)
Write a 6-paragraph APA-formatted paper in which you do the following:
- Write a 1-pararaph introduction of how you conducted your literature search and the databases consulted in your search in relation to your practice area or area of interest. Be specific and provide examples.
- Write a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs).
- Write 1 paragraph that synthesizesthe three articles using a scholarly voice.
- Write a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.
BY DAY 7 OF WEEK 9
Submit your Assignment by Day 7 of Week 9.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
- To submit your completed assignment, save your Assignment as M4Assgn+last name+first initial.
- Then, click on Start Assignment near the top of the page.
- Next, click on Upload File and select Submit Assignment for review.
NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles
A Sample Answer For the Assignment: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles
Title: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles
Students pursuing advanced nursing education require and should develop research skills so that they can locate and critically analyze articles to attain evidence for implementation in their practice settings. Through this approach, they attain not just success in nursing research but also advance in their careers as well-informed practitioners who leverage evidence-based practice (EBP) interventions to offer patient-centered care and reduce hospital readmission (Charosaei et al., 2021). The Walden University library offers resources and databases for advanced nursing students to conduct research and locate scholarly articles. Imperatively, through these databases which include PubMed Central, Medline, and CINAHL as well as BMC Central, one can locate articles on the topic of interest using keywords or terms. The purpose of this paper is to locate and analyze three articles from online resources provided by the identified databases or journals, summarize, and synthesize them from a scholarly perspective. In its final part, the paper explores the differences between summarizing and synthesizing research articles.
Article 1
The first article is by Bokhour et al. (2018) and focuses on strategies that healthcare organizations can implement to offer patient-centered care. According to the authors, a core part of implementing patient-centered care (PCC) is transforming the organization’s culture of care. Using the Department of Veterans Affairs, the authors conducted qualitative semi-structured interviews with employees to identify various factors that help entities to offer patient-centered care like effective leadership, patient and family engagement, engaging the staff, and focusing on innovation among other aspects. In their conclusion, the authors are categorical that an effective organizational culture is key to offering patient-centered care.
Article 2
The article by Hower et al. (2019) explores the organizational determinants from decision makers’ point-of-view on implementing patient-centered care. Using a qualitative approach across different health and social care organizations (HSCOs), the authors found that various aspects were important and determined the level of patient-centered care (PCC) that each facility can offer. Among these include effective communication among staff, addressing staff welfare to motivate them, and overcoming resource constraints, especially financial and human resource issues. The authors conclude by imploring HSCOs to tailor their interventions based on their situations to meet these needs.
Article 3
The third article by Rammohan et al. (2023) discusses the implementation of care transition teams to reduce hospital readmission and enhance patient outcomes. Using a two-phase study approach to investigate readmission rates and associated risk factors in a community hospital for about five years, and a care transition team after discharge and patient support to evaluate the social determinants of health (SDOHs). As such, the authors emphasize the critical role that care transition teams play in lowering the rates of hospital readmissions rates and mitigating the financial strain on healthcare organizations. The researchers assert that hospitals through care transition teams can lower the overall readmission rates by identifying and addressing individual risk factors that include evaluation of social determinants of health (SDOHs).
Synthesis of the Articles
The three articles emphasize the need for healthcare organizations to develop and implement effective strategies aimed at providing patient-centered care that can reduce hospital readmissions. According to the Agency for Healthcare Research and Quality (AHRQ) (2020), patient-tailored interventions lead to increased participation of patients in their care plans and management of their condition. Tailoring these interventions ensures that patients get quality care based on care transition teams to reduce possible readmissions. Through these articles, one can identify the relationship between patient-centered care and reduced rates of readmissions, especially within the first thirty days after discharge. The articles are categorical that providing patient-centered care leads to improved care quality and reduces the possibility of readmissions.
Differences Between Summary and Synthesis of Articles
Article summary and synthesis are different based on the goals and focus. At the core of the article’s summary is detailing the topic of the study, methods, and approaches used, the results of the research, and the conclusion. The summary also outlines the main themes of the article. Conversely, synthesizing an article means identifying and critically analyzing the themes and areas of study covered by the authors. Article synthesis entails giving a more in-depth interpretation of the sources and their relevance to the practice issue being researched.
Conclusion
Locating and critically analyzing research articles is a core part of nurturing advanced nursing students’ research skills and attributes. Through this approach, nursing students enhance their ability to attain research evidence and implement it in practice settings to solve patient issues. The implication is that critical analysis entails synthesizing the articles to determine the common themes and their connection to the research goals and interests of the research.
References
Agency for Healthcare Research and Quality (AHRQ) (2020). Rethinking the Role of Primary
Care in Reducing Hospital Readmissions. https://www.ahrq.gov/news/blog/ahrqviews/rethinking-role-of-primary-care.html
Bokhour, B. G., Fix, G. M., Mueller, N. M., Barker, A. M., Lavela, S. L., Hill, J. N., … & Lukas,
- V. (2018). How can healthcare organizations implement patient-centered care? Examining a large-scale cultural transformation. BMC health services research, 18(1), 1-11. DOI: https://doi.org/10.1186/s12913-018-2949-5
Charosaei, F., Rostami, S., Esmaeili, M., Molavynejad, S., & Vanaki, Z. (2021). Effective
strategies for implementing patient-centered care in cardiac care unit: An opportunity for change. Journal of education and health promotion, 10. DOI: 10.1007/s11606-019-05428-2
Hower, K. I., Vennedey, V., Hillen, H. A., Kuntz, L., Stock, S., Pfaff, H., & Ansmann, L. (2019).
Implementation of patient-centered care: which organizational determinants matter from the decision maker’s perspective? Results from a qualitative interview study across various health and social care organizations. BMJ open, 9(4), e027591. DOI: 10.1136/bmjopen-2018-027591
Rammohan R, Joy M, Magam S, et al. (May 15, 2023) The Path to Sustainable Healthcare:
Implementing Care Transition Teams to Mitigate Hospital Readmissions and Improve Patient Outcomes. Cureus, 15(5): e39022. DOI:10.7759/cureus.39022
What steps do you take to locate primary and peer-reviewed research articles when performing a literature search?
What resources are available to you to engage in a meaningful and successful literature search?
Photo Credit: [erhui1979]/[Digital Vision Vectors]/Getty Images
As you have explored throughout this course, Walden University provides vast resources for student support to ensure success in their academic program of study. When it comes to research and using Library resources, several support mechanisms are available to you as well.
Taking the first step to think about a research topic or area of interest and filtering that topic using a series of keywords and operations will be a fundamental component for performing a literature search in Walden Library’s databases. While the ultimate goal is to produce a set or results that match your search criteria, you must keep in mind that that the quality of the research articles obtained will likely vary. Thus, you must critically examine and analyze the aims of the research produced and how it aligns, confirms, or negates your topic or area of research. As you develop proficiency in this area, you will discover that you can extract content themes and frameworks to enhance future research and the need to identify additional research support.
For this Assignment, consult the Walden Library webinars and resources provided. These resources serve as a general good first step for performing literature searches and engaging with the databases of research available to you. Think about a research topic or area of interest to focus on for this Assignment. Then, search the Walden Library to locate and retrieve peer-reviewed research articles that pertain to your topic or area of interest.
To prepare:
- Review the Walden Library webinars presented in the media Learning Resources for this week.
- Then, search the Walden Library and locate three peer-reviewed primary research articles that pertain to your practice area and are of particular interest to you.
The Assignment: (6 paragraphs)
Write a 6-paragraph APA-formatted paper in which you do the following:
- Write a 1-pararaph introduction of how you conducted your literature search and the databases consulted in your search in relation to your practice area or area of interest. Be specific and provide examples.
- Write a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs).
- Write 1 paragraph that synthesizes the three articles using a scholarly voice.
- Write a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.
By Day 7 of Week 9
Submit your Assignment by Day 7 of Week 9.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “M4Assgn+last name+first initial.(extension)” as the name.
- Click the Module 4 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Module 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
- Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M4Assgn+last name+first initial.(extension)” and click Open.
- If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
- Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Module 4 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Module 4 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 9
To participate in this Assignment:
Module 4 Assignment
What’s Coming Up in Module 5?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
In the next module, you will analyze ethical issues related to the role of the DNP-prepared nurse. You will also explore the role of the DNP-prepared nurse as an advocate for social change both within their professional practice area and their community.
Next Module
Weeks 8–9: The Doctorally Prepared Nurse: Scholarship
One of the most important and critical roles of the DNP-prepared nurse is that of the scholar-practitioner. A scholar-practitioner represents an individual who is committed to not only ensuring effective, quality, and safe practice but engages in the necessary scholarship activities to inform that practice.
For example, consider the term evidence-based practice and how pervasive this type of research is for the field of nursing. So many aspects of advanced nursing practice and healthcare delivery are rooted in evidence-based practice research (i.e., the installation and implementation of nursing practice/healthcare delivery guidelines that are supported by the critical analysis and synthesis of peer-reviewed research with clearly defined and specific test criteria).
In your role and function as a DNP-prepared nurse, you have the opportunity to not only demonstrate and apply advanced nursing practice but to also promote the future of advanced nursing practice further by informing the field and areas of improvement through sustained scholarship and research abilities.
This week, you will begin your critical analysis and synthesis of the peer-reviewed research on a topic of interest to inform advanced nursing practice. You will locate a set of peer-reviewed research articles to support your topic of interest and will engage in a stepwise approach to critically analyze, summarize, and synthesize themes in the current literature.
Learning Objectives
Students will:
- Summarize peer-reviewed research
- Synthesize peer-reviewed research
- Contrast approaches for summarizing and synthesizing peer-reviewed research
Learning Resources
Required Readings (click to expand/reduce)
Document: DNP Project Process Guide (Word document)
Required Media (click to expand/reduce)
Review the following Media Resources available from the Walden Library:
Module 4: The Doctoral Project and Project Management
Project management is the practice and underlying framework of initiating, planning, executing, controlling, and closing project work to achieve specific goals and meet specific success criteria within a given time frame. One of the primary challenges of project management is the need to achieve all the project goals within the given constraints.
The successful completion of your DNP program of study requires the completion of both a practicum/field experience and a Doctoral Project. Thus, the framework and practice of project management will be useful in ensuring that you can successfully complete the aims of these two major milestones of your degree program.
In this first course, you will not be required to select your official topic of interest for your Doctoral Project; however, it is highly encouraged that you begin thinking about the direction you might want to go in for the purposes of conducting an initial literature search on your topic of interest. Think about what practice area you might want to pursue upon completion of the DNP degree. What process or set of procedures in your current nursing practice require improvement or investigation? What type of quality improvement initiative are you interested in conducting to improve quality patient care and healthcare delivery?
What’s Happening This Module?
Module 4: The Doctoral Project and Project Management is a 2-week module—Weeks 8–9 of the course—in which you will conduct a literature search of peer-reviewed research and synthesize the research related to either your practice area or an area of particular interest for the practice of nursing. As you engage with the resources for this module, keep in mind that locating, critically analyzing, and synthesizing the peer-reviewed research will be an important skill to develop as you will engage in these processes to complete your Doctoral Project but also in advanced nursing practice. Consider the stepwise approach toward conducting a literature review in the Walden Library and how you will engage in a critical analysis and synthesis of your peer-reviewed research findings as you complete your Module Assignment.
| What do I have to do? | When do I have to do it? |
| Review your Learning Resources | Days 1–7, Weeks 8 and 9 |
| Assignment: Locating and Critically Analyzing Primary Research Articles | Submit your Assignment by Day 7 of Week 9. |
Go to the Week’s Content
A Sample Answer 2 For the Assignment: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles
Title: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles
One of the major activities that a DNP nurse participates in is research, usually evidence-based research. As indicated earlier, my interest is in researching reducing catheter-associated urinary tract infection (CAUTI). This condition is a clinical issue that needs to be mitigated to ensure that the patients have better health outcomes. This write-entails a summary and synthesis of two peer-reviewed articles obtained through the Walden Library search pertaining to reducing catheter-associated urinary tract infections.
Summary of The Articles
One of the articles with the title “Chlorhexidine for meatal cleaning in reducing catheter-associated urinary tract infections: a multicentre stepped-wedge randomized controlled trial” reported by Fasugba et al. (2019) entails reducing CAUTI. The report compares the efficacy of the use of normal saline and 0.1% chlorhexidine solution in cleaning the meatal area prior to inserting urinary catheters in lowering the incidences of CAUTI. The study used a cross-sectional randomized control trial in the hospitals for a period of three weeks, with a total of 1642 research subjects recruited in three hospitals (Fasugba et al., 2019). While 58% of them were in the intervention period, the remaining 42% were in the control phase. Among the findings is that among the control group, 13 cases of CAUTI were recorded as compared to only 4 cases among the intervention group; hence the intervention was connected to a 94% reduction of the rates of catheter-associated urinary tract infections.
More recently, a study has been reported by Nassikas et al. (2020) with the title “Intensive care unit rounding checklists to reduce catheter-associated urinary tract infections” This study purposed to determine whether the use of rounding checklist in an intensive care unit lowers the incidences of catheter-associated urinary tract infections. These researchers used a retrospective before-and-after study design. Done in an academic community hospital with a 16 bed ICU unit, the intervention used was an ICU rounding checklist which ensured that the caregivers addressed the use of the indwelling catheters. Analysis was then done to compare the pre-intervention duration with the post-intervention after implementing the checklist. Pre and post-intervention strategy is one of the best ways of determining the efficacy of an intervention in the management of a condition or disease (Spurlock, 2018). Among the findings obtained from the research is that before the intervention, the unit recorded nineteen CAUTI cases per one thousand catheter days. The rate was found to reduce to 2.12 after the intervention from 4.62 before the implementation of the checklist.
Synthesis of The Sources
The findings of Fasugba et al. (2019) implies that by taking care of the meatal area through thorough cleaning, the rates of CAUTI incidences can greatly be reduced. By employing the normal intervention of using the 0.9% saline solution, whose efficacy has also been shown in previous studies (Khahakaew et al., 2019), this current research was able to demonstrate that the use of 0.1% chlorhexidine solution is more efficacious hence introducing better evidence to practice. Indeed, the findings are in agreement with other studies (Mitchell et al., 2019). However, the findings also differ from other reports where the use of chlorhexidine did not lead to lower incidences of CAUTI, even though that study was a single-site randomized control site.
Several interventions exist for controlling CAUTI. Patients at the ICU particularly need to be free from the infections to give them a better chance of healing; therefore, the study by Nassikas et al. (2020) is significant. They were able to demonstrate that using the checklist in the ICU setting can be vital. These findings can be generalizable in an ICU setting in other locations since the intervention focuses on just using a checklist. It is important to note that this intervention is relatively cost effective, even though at first it may lead to increased use of indwelling catheters, eventually it allows for lower usage rates. The findings are also supported by other studies. For instance, a study done to combine checklist and education intervention effectively reduced the rates of CAUTI (Menegueti et al., 2019).
References
Fasugba, O., Cheng, A. C., Gregory, V., Graves, N., Koerner, J., Collignon, P., … & Mitchell, B. G. (2019). Chlorhexidine for meatal cleaning in reducing catheter-associated urinary tract infections: a multicentre stepped-wedge randomised controlled trial. The Lancet Infectious Diseases, 19(6), 611-619. Doi: 10.1016/S1473-3099(18)30736-9.
Khahakaew, S., Suwanpimolkul, G., Wongkeskij, T., Punakabutra, N., & Suankratay, C. (2019, October). 1151. A Comparison of Periurethral Cleaning Between Normal Saline and Savlon Solutions Before Indwelling Urinary Catheterization in Reducing Catheter-Associated Bacteriuria: A Randomized Controlled Study. In Open Forum Infectious Diseases (Vol. 6, No. Supplement_2, pp. S411-S411). US: Oxford University Press. https://doi.org/10.1093/ofid/ofz360.1015
Menegueti, M. G., Ciol, M. A., Bellissimo-Rodrigues, F., Auxiliadora-Martins, M., Gaspar, G. G., da Silva Canini, S. R. M., … & Laus, A. M. (2019). Long-term prevention of catheter-associated urinary tract infections among critically ill patients through the implementation of an educational program and a daily checklist for maintenance of indwelling urinary catheters: a quasi-experimental study. Medicine, 98(8). Doi 10.1097/MD.0000000000014417.
Mitchell, B. G., Fasugba, O., Cheng, A. C., Gregory, V., Koerner, J., Collignon, P., … & Graves, N. (2019). Chlorhexidine versus saline in reducing the risk of catheter associated urinary tract infection: a cost-effectiveness analysis. International journal of nursing studies, 97, 1-6. https://doi.org/10.1016/j.ijnurstu.2019.04.003.
Nassikas, N. J., Monteiro, J. F. G., Pashnik, B., Lynch, J., Carino, G., & Levinson, A. T. (2020). Intensive Care Unit Rounding Checklists to Reduce Catheter-Associated Urinary Tract Infections. Infection control and hospital epidemiology, 41(6), 680-683. Doi: 10.1017/ice.2020.43
Spurlock Jr, D. R. (2018). The single-group, pre-and posttest design in nursing education research: It’s time to move on. Journal of Nursing Education, 57(2), 69-71. Doi: https://doi.org/10.3928/01484834-20180123-02.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8002_Module4_Assignment_Rubric
| Excellent
90%–100% |
Good
80%–89% |
Fair
70%–79% |
Poor
0%–69% |
|||
| Write a 1-paragraph introduction of how you conducted your literature search and the databases consulted in your search in relation to your practice area or area of interest. Be specific and provide examples. | 18 (18%) – 20 (20%)
The response accurately and clearly introduces in detail how the literature search was conducted in relation to the practice area or area of interest selected, including a detailed description of the literature search process and the databases consulted. The response includes relevant, specific, and appropriate examples that fully support the introduction and process described. |
16 (16%) – 17 (17%)
The response accurately introduces how the literature search was conducted in relation to the practice area or area of interest selected, including an accurate description of the literature search process and the databases consulted. The response includes relevant, specific, and accurate examples that support the introduction and process described. |
14 (14%) – 15 (15%)
The response inaccurately or vaguely introduces how the literature search was conducted in relation to the practice area or area of interest selected, including an inaccurate or vague description of the literature search process and the databases consulted. The response includes inaccurate and irrelevant examples that may support the introduction and process described. |
0 (0%) – 13 (13%)
The response inaccurately and vaguely introduces how the literature search was conducted in relation to the practice area or area of interest selected, including an inaccurate and vague description of the literature search process and the databases consulted, or it is missing. The response includes inaccurate and vague examples that do not support the introduction and process describes, or it is missing. |
||
| Write a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs). | 18 (18%) – 20 (20%)
The response accurately and clearly summarizes in detail each of the articles selected. |
16 (16%) – 17 (17%)
The response accurately summarizes each of the articles selected. |
14 (14%) – 15 (15%)
The response inaccurately or vaguely summarizes each of the articles selected. OR The response summarizes < 3 articles. |
0 (0%) – 13 (13%)
The response inaccurately and vaguely summarizes each of the articles selected, or it is missing. |
||
| Write 1 paragraph that synthesizes the 3 articles using a scholarly voice. | 23 (23%) – 25 (25%)
The response comprehensively and fully synthesizes the content from the 3 articles selected that accurately and clearly support in detail the practice area or area of interest selected. |
20 (20%) – 22 (22%)
The response synthesizes the content from the 3 articles selected that accurately supports the practice area or area of interest selected. |
18 (18%) – 19 (19%)
The response inaccurately or vaguely synthesizes content from the articles selected that may lend support to the practice area or area of interest selected. |
0 (0%) – 17 (17%)
The response inaccurately and vaguely synthesizes content from the 3 articles selected that does not lend support to the practice area or area of interest selected, or it is missing. |
||
| Write a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples. | 18 (18%) – 20 (20%)
The response accurately and clearly explains in detail the differences between summarizing and synthesizing research. The response includes relevant, specific, and appropriate examples that fully support the differences explained. |
16 (16%) – 17 (17%)
The response accurately explains the differences between summarizing and synthesizing research. The response includes relevant, specific, and accurate examples that support the differences explained. |
14 (14%) – 15 (15%)
The response inaccurately or vaguely explains the differences between summarizing and synthesizing research. The response includes inaccurate and irrelevant examples that may support the differences explained. |
0 (0%) – 13 (13%)
The response inaccurately and vaguely explains the differences between summarizing and synthesizing research, or it is missing. The response includes inaccurate and vague examples that do not support the differences explained, or it is missing. |
||
| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. |
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. |
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. |
||
| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. |
||
| Total Points: 100 | ||||||
Name: NURS_8002_Module4_Assignment_Rubric
NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 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:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 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:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
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.
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 8002 Blog: The DNP-Prepared Nurse and Their Community