{"id":36473,"date":"2023-03-15T11:24:14","date_gmt":"2023-03-15T11:24:14","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=36473"},"modified":"2024-03-18T12:12:03","modified_gmt":"2024-03-18T12:12:03","slug":"nurs-8002-assignment-locating-and-critically-analyzing-primary-research-articles-2","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nurs-8002-assignment-locating-and-critically-analyzing-primary-research-articles-2\/","title":{"rendered":"NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles"},"content":{"rendered":"<h2><span style=\"color: #ff6600;\">NURS 8002 Assignment: AACN Competencies and the Walden Mission, Vision, and Outcomes<\/span><\/h2>\n<h2><strong>Sample Answer for NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles Included After Question<\/strong><\/h2>\n<p>What steps do you take to locate primary and peer-reviewed research articles when performing a literature search?<\/p>\n<p>What resources are available to you to engage in a meaningful and successful literature search?<\/p>\n<p>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.<\/p>\n<p>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\u2019s 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.<\/p>\n<p>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.<\/p>\n<h2>RESOURCES<\/h2>\n<p>Be sure to review the Learning Resources before completing this activity.<br \/>\nClick the weekly resources link to access the resources.<\/p>\n<h2><a href=\"https:\/\/waldenu.instructure.com\/courses\/65538\/modules\/items\/1829983\" target=\"_blank\" rel=\"noopener\"><strong>WEEKLY RESOURCES<\/strong><\/a><\/h2>\n<h3>TO PREPARE:<\/h3>\n<ul>\n<li>Review the Walden Library webinars presented in the media Learning Resources for this week.<\/li>\n<li>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.<\/li>\n<\/ul>\n<h2>THE ASSIGNMENT: (6 PARAGRAPHS)<\/h2>\n<p>Write a 6-paragraph APA-formatted paper in which you do the following:<\/p>\n<ul>\n<li>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.<\/li>\n<li>Write a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs).<\/li>\n<li>Write 1 paragraph that\u00a0<em>synthesizes<\/em>the three articles using a scholarly voice.<\/li>\n<li>Write a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples.<\/li>\n<\/ul>\n<p><strong>Reminder:<\/strong>\u00a0The 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\u00a0<a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/templates\/general#s-lg-box-20293632\" target=\"_blank\" rel=\"noopener\">https:\/\/academicguides.waldenu.edu\/writingcenter\/templates\/general#s-lg-box-20293632<\/a>). All papers submitted must use this formatting.<\/p>\n<h2>BY DAY 7 OF WEEK 9<\/h2>\n<p><strong>Submit<\/strong>\u00a0your Assignment by\u00a0<strong>Day 7 of Week 9<\/strong>.<\/p>\n<h2>SUBMISSION INFORMATION<\/h2>\n<p>Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the\u00a0<strong>Turnitin Drafts<\/strong>\u00a0from the\u00a0<strong>Start Here<\/strong>\u00a0area.<\/p>\n<ol>\n<li>To submit your completed assignment, save your Assignment as\u00a0<strong>M4Assgn+last name+first initial.<\/strong><\/li>\n<li>Then, click on\u00a0<strong>Start Assignment<\/strong>\u00a0near the top of the page.<\/li>\n<li>Next, click on\u00a0<strong>Upload File<\/strong>\u00a0and select\u00a0<strong>Submit Assignment<\/strong>\u00a0for review.<\/li>\n<\/ol>\n<p><strong> NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/p>\n<p><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\"><strong>Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/a><\/span><\/p>\n<h2><strong>A Sample Answer For the Assignment: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/h2>\n<h2><strong>Title: <\/strong><strong> NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/h2>\n<p><span data-contrast=\"auto\">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.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Article 1<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">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&#8217;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.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Article 2<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">The article by Hower et al. (2019) explores the organizational determinants from decision makers\u2019 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.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Article 3<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">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).\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Synthesis of the Articles<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">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.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Differences Between Summary and Synthesis of Articles<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">Article summary and synthesis are different based on the goals and focus. At the core of the article&#8217;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.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Conclusion<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">Locating and critically analyzing research articles is a core part of nurturing advanced nursing students&#8217; 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.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559731&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<figure id=\"attachment_125624\" aria-describedby=\"caption-attachment-125624\" style=\"width: 300px\" class=\"wp-caption alignright\"><img decoding=\"async\" class=\"size-medium wp-image-125624\" src=\"http:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/Capture-3-1-300x90.png\" alt=\"NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles\" width=\"300\" height=\"90\" srcset=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/Capture-3-1-300x90.png 300w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/Capture-3-1-768x231.png 768w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/Capture-3-1.png 934w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-125624\" class=\"wp-caption-text\">NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/figcaption><\/figure>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">References<\/span><\/b><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335551550&quot;:2,&quot;335551620&quot;:2,&quot;335559740&quot;:480}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">Agency for Healthcare Research and Quality (AHRQ) (2020). <\/span><i><span data-contrast=\"auto\">Rethinking the Role of Primary\u00a0<\/span><\/i><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><i><span data-contrast=\"auto\">Care in Reducing Hospital Readmissions. <\/span><\/i><span data-contrast=\"auto\">https:\/\/www.ahrq.gov\/news\/blog\/ahrqviews\/rethinking-role-of-primary-care.html<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Bokhour, B. G., Fix, G. M., Mueller, N. M., Barker, A. M., Lavela, S. L., Hill, J. N., &#8230; &amp; Lukas,\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<ol start=\"11\">\n<li><span data-contrast=\"auto\"> V. (2018). How can healthcare organizations implement patient-centered care? Examining a large-scale cultural transformation. <\/span><i><span data-contrast=\"auto\">BMC health services research,<\/span><\/i><span data-contrast=\"auto\"> 18(1), 1-11. DOI: <a href=\"https:\/\/doi.org\/10.1186\/s12913-018-2949-5\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1186\/s12913-018-2949-5<\/a><\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"auto\">Charosaei, F., Rostami, S., Esmaeili, M., Molavynejad, S., &amp; Vanaki, Z. (2021). Effective\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">strategies for implementing patient-centered care in cardiac care unit: An opportunity for change. <\/span><i><span data-contrast=\"auto\">Journal of education and health promotion,<\/span><\/i><span data-contrast=\"auto\"> 10. DOI: 10.1007\/s11606-019-05428-2<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Hower, K. I., Vennedey, V., Hillen, H. A., Kuntz, L., Stock, S., Pfaff, H., &amp; Ansmann, L. (2019).\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Implementation of patient-centered care: which organizational determinants matter from the decision maker&#8217;s perspective? Results from a qualitative interview study across various health and social care organizations. <\/span><i><span data-contrast=\"auto\">BMJ open,<\/span><\/i><span data-contrast=\"auto\"> 9(4), e027591. DOI: 10.1136\/bmjopen-2018-027591<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Rammohan R, Joy M, Magam S, et al. (May 15, 2023) The Path to Sustainable Healthcare:\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Implementing Care Transition Teams to Mitigate Hospital Readmissions and Improve Patient Outcomes. <\/span><i><span data-contrast=\"auto\">Cureus,<\/span><\/i><span data-contrast=\"auto\"> 15(5): e39022. DOI:10.7759\/cureus.39022<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559685&quot;:720,&quot;335559740&quot;:480}\">\u00a0<\/span><\/p>\n<p>What steps do you take to locate primary and peer-reviewed research articles when performing a literature search?<\/p>\n<p>What resources are available to you to engage in a meaningful and successful literature search?<\/p>\n<p><em>Photo Credit: [erhui1979]\/[Digital Vision Vectors]\/Getty Images<\/em><\/p>\n<p>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.<\/p>\n<p>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\u2019s 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.<\/p>\n<p>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.<\/p>\n<h2>To prepare:<\/h2>\n<ul>\n<li>Review the Walden Library webinars presented in the media Learning Resources for this week.<\/li>\n<li>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.<\/li>\n<\/ul>\n<h2>The Assignment: (6 paragraphs)<\/h2>\n<p>Write a 6-paragraph APA-formatted paper in which you do the following:<\/p>\n<ul>\n<li>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.<\/li>\n<li>Write a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs).<\/li>\n<li>Write 1 paragraph that\u00a0<em>synthesizes<\/em>\u00a0the three articles using a scholarly voice.<\/li>\n<li>Write a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples.<\/li>\n<\/ul>\n<p><strong>Reminder:<\/strong>\u00a0The 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\u00a0<a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/templates\/general#s-lg-box-20293632\" target=\"_blank\" rel=\"noopener\">https:\/\/academicguides.waldenu.edu\/writingcenter\/templates\/general#s-lg-box-20293632<\/a>). All papers submitted must use this formatting.<\/p>\n<h2>By Day 7 of Week 9<\/h2>\n<p><strong>Submit<\/strong>\u00a0your Assignment by\u00a0<strong>Day 7 of Week 9<\/strong>.<\/p>\n<p>Submission and Grading Information<\/p>\n<p><strong>To submit your completed Assignment for review and grading, do the following:<\/strong><\/p>\n<ul>\n<li>Please save your Assignment using the naming convention \u201cM4Assgn+last name+first initial.(extension)\u201d as the name.<\/li>\n<li>Click the\u00a0<strong>Module 4 Assignment Rubric\u00a0<\/strong>to review the Grading Criteria for the Assignment.<\/li>\n<li>Click the\u00a0<strong>Module 4\u00a0Assignment\u00a0<\/strong>link. You will also be able to \u201cView Rubric\u201d for grading criteria from this area.<\/li>\n<li>Next, from the Attach File area, click on the\u00a0<strong>Browse My Computer<\/strong>\u00a0button. Find the document you saved as \u201cM4Assgn+last name+first initial.(extension)\u201d and click\u00a0<strong>Open<\/strong>.<\/li>\n<li>If applicable: From the Plagiarism Tools area, click the checkbox for\u00a0<strong>I agree to submit my paper(s) to the Global Reference Database<\/strong>.<\/li>\n<li>Click on the\u00a0<strong>Submit<\/strong>\u00a0button to complete your submission.<\/li>\n<\/ul>\n<p>Grading Criteria<\/p>\n<p>To access your rubric:<\/p>\n<p>Module 4 Assignment Rubric<\/p>\n<p>&nbsp;<\/p>\n<p>Check Your Assignment Draft for Authenticity<\/p>\n<p>To check your Assignment draft for authenticity:<\/p>\n<p>Submit your Module 4 Assignment draft and review the originality report.<\/p>\n<p>&nbsp;<\/p>\n<p>Submit Your Assignment by Day 7 of Week 9<\/p>\n<p>To participate in this Assignment:<\/p>\n<p>Module 4 Assignment<\/p>\n<p>&nbsp;<\/p>\n<p>What\u2019s Coming Up in Module 5?<\/p>\n<p><em>Photo Credit: [BrianAJackson]\/[iStock \/ Getty Images Plus]\/Getty Images<\/em><\/p>\n<p><strong>In the next module,<\/strong>\u00a0you 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.<\/p>\n<p>Next Module<\/p>\n<p><a href=\"https:\/\/class.content.laureate.net\/17c52deee2b335c9a54acf9d88aa313f.html\" target=\"_blank\" rel=\"noopener\">To go to the next module:<\/a><\/p>\n<p><a href=\"https:\/\/class.content.laureate.net\/17c52deee2b335c9a54acf9d88aa313f.html\" target=\"_blank\" rel=\"noopener\">Module 5<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Weeks 8\u20139: The Doctorally Prepared Nurse: Scholarship<\/p>\n<p>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.<\/p>\n<p>For example, consider the term\u00a0<em>evidence-based practice<\/em>\u00a0and 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).<\/p>\n<p>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.<\/p>\n<p>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.<\/p>\n<h2>Learning Objectives<\/h2>\n<p><strong>Students will:<\/strong><\/p>\n<ul>\n<li>Summarize peer-reviewed research<\/li>\n<li>Synthesize peer-reviewed research<\/li>\n<li>Contrast approaches for summarizing and synthesizing peer-reviewed research<\/li>\n<\/ul>\n<p>Learning Resources<\/p>\n<p><strong><a href=\"https:\/\/class.content.laureate.net\/1ad0d5cff80acca94ede36e058977fae.html#section_container_1716881496-accordion-800\" target=\"_blank\" rel=\"noopener\">Required Readings\u00a0(click to expand\/reduce)<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/search-proquest-com.ezp.waldenulibrary.org\/docview\/1492439383?accountid=14872\" target=\"_blank\" rel=\"noopener\">Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., &amp; Weiner, B. J. (2014).\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Organizational readiness for implementing change: A psychometric assessment of a new measure.\u00a0<em>Implementation Science, 9<\/em>(7), 1\u201315.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/academicguides.waldenu.edu\/library\/subject\/nursing\" target=\"_blank\" rel=\"noopener\">Walden University. (n.d.). <em>Subject research: Nursing<\/em>. Walden Library. https:\/\/academicguides.waldenu.edu\/library\/subject\/nursing<\/a><\/p>\n<p><a href=\"https:\/\/academicguides.waldenu.edu\/writingcenter\/evidence\/synthesis\" target=\"_blank\" rel=\"noopener\">Walden University. (n.d.). <em>Using evidence: Synthesis<\/em>. Writing Center. https:\/\/academicguides.waldenu.edu\/writingcenter\/evidence\/synthesis<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/oce-ovid-com.ezp.waldenulibrary.org\/article\/00002800-201209000-00005\/HTML\" target=\"_blank\" rel=\"noopener\">Westlake, C. (2012). Practical tips for literature synthesis. <em>Clinical Nurse Specialist, 26<\/em>(5)<em>, <\/em>244\u2013249. https:\/\/doi.org\/10.1097\/NUR.0b013e318263d766<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/class.content.laureate.net\/26f4ddec43fae262cfa8e2628055edc3.docx\" target=\"_blank\" rel=\"noopener\">Document:\u00a0DNP Project Process Guide (Word document)<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/class.content.laureate.net\/1ad0d5cff80acca94ede36e058977fae.html#section_container_1716881496-accordion_copy-827\" target=\"_blank\" rel=\"noopener\">Required Media\u00a0(click to expand\/reduce)<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/academicguides.waldenu.edu\/library\/webinararchives\/nursing\" target=\"_blank\" rel=\"noopener\">Review the following Media Resources available from the Walden Library:<\/a><\/p>\n<p><a href=\"https:\/\/academicguides.waldenu.edu\/library\/webinararchives\/nursing\" target=\"_blank\" rel=\"noopener\">Walden University. (n.d.). <em>Library webinar archives: Nursing<\/em>. Walden Library. https:\/\/academicguides.waldenu.edu\/library\/webinararchives\/nursing<\/a><\/p>\n<ul>\n<li><a href=\"https:\/\/academicguides.waldenu.edu\/library\/webinararchives\/nursing\" target=\"_blank\" rel=\"noopener\">\u201cIntroduction to Nursing Research in the Walden Library\u201d<\/a><\/li>\n<li><a href=\"https:\/\/academicguides.waldenu.edu\/library\/webinararchives\/nursing\" target=\"_blank\" rel=\"noopener\">\u201cAdvanced Nursing Research Library Lab\u201d<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Module 4: The Doctoral Project and Project Management<\/p>\n<p>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.<\/p>\n<p>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.<\/p>\n<p>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?<\/p>\n<p>What&#8217;s Happening This Module?<\/p>\n<p>Module 4:\u00a0The Doctoral Project and Project Management is a 2-week module\u2014Weeks 8\u20139 of the course\u2014in 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.<\/p>\n<table width=\"100%\">\n<thead>\n<tr>\n<td><strong>What do I have to do?<\/strong><\/td>\n<td><strong>When do I have to do it?<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Review your Learning Resources<\/td>\n<td>Days 1\u20137, Weeks 8 and 9<\/td>\n<\/tr>\n<tr>\n<td>Assignment: Locating and Critically Analyzing Primary Research Articles<\/td>\n<td>Submit your Assignment by\u00a0<strong>Day 7 of Week 9<\/strong>.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Go to the Week&#8217;s Content<\/p>\n<h2><strong>A Sample Answer 2 For the Assignment: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/h2>\n<h2><strong>Title: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/h2>\n<p>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.<\/p>\n<h2><strong>Summary of The Articles<\/strong><\/h2>\n<p>One of the articles with the title \u201cChlorhexidine for meatal cleaning in reducing catheter-associated urinary tract infections: a multicentre stepped-wedge randomized controlled trial\u201d 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.<\/p>\n<p>More recently, a study has been reported by Nassikas et al. (2020) with the title &#8220;Intensive care unit rounding checklists to reduce catheter-associated urinary tract infections\u201d 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). \u00a0Among 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.<\/p>\n<h2><strong>Synthesis of The Sources<\/strong><\/h2>\n<p>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.<\/p>\n<p>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).<\/p>\n<p>&nbsp;<\/p>\n<h2><strong>References<\/strong><\/h2>\n<p>Fasugba, O., Cheng, A. C., Gregory, V., Graves, N., Koerner, J., Collignon, P., &#8230; &amp; Mitchell, B. G. (2019). Chlorhexidine for meatal cleaning in reducing catheter-associated urinary tract infections: a multicentre stepped-wedge randomised controlled trial.\u00a0<em>The Lancet Infectious Diseases<\/em>,\u00a0<em>19<\/em>(6), 611-619. Doi: <a href=\"https:\/\/doi.org\/10.1016\/S1473-3099(18)30736-9\" target=\"_blank\" rel=\"noopener\">10.1016\/S1473-3099(18)30736-9<\/a>.<\/p>\n<p>Khahakaew, S., Suwanpimolkul, G., Wongkeskij, T., Punakabutra, N., &amp; 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\u00a0<em>Open Forum Infectious Diseases<\/em>\u00a0(Vol. 6, No. Supplement_2, pp. S411-S411). US: Oxford University Press. <a href=\"https:\/\/doi.org\/10.1093\/ofid\/ofz360.1015\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1093\/ofid\/ofz360.1015<\/a><\/p>\n<p>Menegueti, M. G., Ciol, M. A., Bellissimo-Rodrigues, F., Auxiliadora-Martins, M., Gaspar, G. G., da Silva Canini, S. R. M., &#8230; &amp; 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.\u00a0<em>Medicine<\/em>,\u00a0<em>98<\/em>(8). Doi <a href=\"https:\/\/dx.doi.org\/10.1097%2FMD.0000000000014417\" target=\"_blank\" rel=\"noopener\">10.1097\/MD.0000000000014417<\/a>.<\/p>\n<p>Mitchell, B. G., Fasugba, O., Cheng, A. C., Gregory, V., Koerner, J., Collignon, P., &#8230; &amp; Graves, N. (2019). Chlorhexidine versus saline in reducing the risk of catheter associated urinary tract infection: a cost-effectiveness analysis.\u00a0<em>International journal of nursing studies<\/em>,\u00a0<em>97<\/em>, 1-6. <a href=\"https:\/\/doi.org\/10.1016\/j.ijnurstu.2019.04.003\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.ijnurstu.2019.04.003<\/a>.<\/p>\n<p>Nassikas, N. J., Monteiro, J. F. G., Pashnik, B., Lynch, J., Carino, G., &amp; Levinson, A. T. (2020). Intensive Care Unit Rounding Checklists to Reduce Catheter-Associated Urinary Tract Infections.\u00a0<em>Infection control and hospital epidemiology<\/em>,\u00a0<em>41<\/em>(6), 680-683. \u00a0Doi: <a href=\"https:\/\/doi.org\/10.1017\/ice.2020.43\" target=\"_blank\" rel=\"noopener\">10.1017\/ice.2020.43<\/a><\/p>\n<p>Spurlock Jr, D. R. (2018). The single-group, pre-and posttest design in nursing education research: It&#8217;s time to move on.\u00a0<em>Journal of Nursing Education<\/em>,\u00a0<em>57<\/em>(2), 69-71. Doi: <a href=\"https:\/\/doi.org\/10.3928\/01484834-20180123-02\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3928\/01484834-20180123-02<\/a>.<\/p>\n<h2><strong>\u00a0Rubric Detail<\/strong><\/h2>\n<p>&nbsp;<\/p>\n<p><em>Select\u00a0Grid View\u00a0or\u00a0List View\u00a0to change the rubric&#8217;s layout.<\/em><\/p>\n<p>Name:\u00a0<strong>NURS_8002_Module4_Assignment_Rubric<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/class.waldenu.edu\/webapps\/bbgs-deep-links-BBLEARN\/app\/course\/rubric?course_id=_16876305_1&amp;rubric_id=_2581749_1\" target=\"_blank\" rel=\"noopener\"><strong>Grid View<\/strong><\/a><\/li>\n<li><a href=\"https:\/\/class.waldenu.edu\/webapps\/bbgs-deep-links-BBLEARN\/app\/course\/rubric?course_id=_16876305_1&amp;rubric_id=_2581749_1\" target=\"_blank\" rel=\"noopener\">List View<\/a><\/li>\n<\/ul>\n<table width=\"1241\">\n<thead>\n<tr>\n<td colspan=\"2\" width=\"20%\"><strong>\u00a0<\/strong><\/td>\n<td width=\"20%\"><strong>Excellent<\/strong><\/p>\n<p><strong>90%\u2013100%<\/strong><\/td>\n<td width=\"20%\"><strong>Good<\/strong><\/p>\n<p><strong>80%\u201389%<\/strong><\/td>\n<td width=\"20%\"><strong>Fair<\/strong><\/p>\n<p><strong>70%\u201379%<\/strong><\/td>\n<td width=\"20%\"><strong>Poor<\/strong><\/p>\n<p><strong>0%\u201369%<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"2\"><strong>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.<\/strong><\/td>\n<td>18\u00a0(18%)\u00a0&#8211; 20\u00a0(20%)<\/p>\n<p>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.<\/p>\n<p>The response includes relevant, specific, and appropriate examples that fully support the introduction and process described.<\/td>\n<td>16\u00a0(16%)\u00a0&#8211; 17\u00a0(17%)<\/p>\n<p>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.<\/p>\n<p>The response includes relevant, specific, and accurate examples that support the introduction and process described.<\/td>\n<td>14\u00a0(14%)\u00a0&#8211; 15\u00a0(15%)<\/p>\n<p>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.<\/p>\n<p>The response includes inaccurate and irrelevant examples that may support the introduction and process described.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 13\u00a0(13%)<\/p>\n<p>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.<\/p>\n<p>The response includes inaccurate and vague examples that do not support the introduction and process describes, or it is missing.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\"><strong>Write a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs).<\/strong><\/td>\n<td>18\u00a0(18%)\u00a0&#8211; 20\u00a0(20%)<\/p>\n<p>The response accurately and clearly summarizes in detail each of the articles selected.<\/td>\n<td>16\u00a0(16%)\u00a0&#8211; 17\u00a0(17%)<\/p>\n<p>The response accurately summarizes each of the articles selected.<\/td>\n<td>14\u00a0(14%)\u00a0&#8211; 15\u00a0(15%)<\/p>\n<p>The response inaccurately or vaguely summarizes each of the articles selected.<\/p>\n<p>OR<\/p>\n<p>The response summarizes &lt; 3 articles.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 13\u00a0(13%)<\/p>\n<p>The response inaccurately and vaguely summarizes each of the articles selected, or it is missing.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\"><strong>Write 1 paragraph that synthesizes the 3 articles using a scholarly voice.<\/strong><\/td>\n<td>23\u00a0(23%)\u00a0&#8211; 25\u00a0(25%)<\/p>\n<p>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.<\/td>\n<td>20\u00a0(20%)\u00a0&#8211; 22\u00a0(22%)<\/p>\n<p>The response synthesizes the content from the 3 articles selected that accurately supports the practice area or area of interest selected.<\/td>\n<td>18\u00a0(18%)\u00a0&#8211; 19\u00a0(19%)<\/p>\n<p>The response inaccurately or vaguely synthesizes content from the articles selected that may lend support to the practice area or area of interest selected.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 17\u00a0(17%)<\/p>\n<p>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.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\"><strong>Write a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples.<\/strong><\/td>\n<td>18\u00a0(18%)\u00a0&#8211; 20\u00a0(20%)<\/p>\n<p>The response accurately and clearly explains in detail the differences between summarizing and synthesizing research.<\/p>\n<p>The response includes relevant, specific, and appropriate examples that fully support the differences explained.<\/td>\n<td>16\u00a0(16%)\u00a0&#8211; 17\u00a0(17%)<\/p>\n<p>The response accurately explains the differences between summarizing and synthesizing research.<\/p>\n<p>The response includes relevant, specific, and accurate examples that support the differences explained.<\/td>\n<td>14\u00a0(14%)\u00a0&#8211; 15\u00a0(15%)<\/p>\n<p>The response inaccurately or vaguely explains the differences between summarizing and synthesizing research.<\/p>\n<p>The response includes inaccurate and irrelevant examples that may support the differences explained.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 13\u00a0(13%)<\/p>\n<p>The response inaccurately and vaguely explains the differences between summarizing and synthesizing research, or it is missing.<\/p>\n<p>The response includes inaccurate and vague examples that do not support the differences explained, or it is missing.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\"><strong>Written Expression and Formatting &#8211; Paragraph Development and Organization:<\/strong><strong><br \/>\n<\/strong><strong>Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused\u2014neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.<\/strong><\/td>\n<td>5\u00a0(5%)\u00a0&#8211; 5\u00a0(5%)<\/p>\n<p>Paragraphs and sentences follow writing standards for flow, continuity, and clarity.<\/p>\n<p>A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<\/td>\n<td>4\u00a0(4%)\u00a0&#8211; 4\u00a0(4%)<\/p>\n<p>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.<\/td>\n<td>3.5\u00a0(3.5%)\u00a0&#8211; 3.5\u00a0(3.5%)<\/p>\n<p>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%\u201379% of the time.<\/p>\n<p>Purpose, introduction, and conclusion of the assignment is vague or off topic.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 3\u00a0(3%)<\/p>\n<p>Paragraphs and sentences follow writing standards for flow, continuity, and clarity &lt; 60% of the time.<\/p>\n<p>No purpose statement, introduction, or conclusion was provided.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\"><strong>Written Expression and Formatting &#8211; English writing standards:<\/strong><strong><br \/>\n<\/strong><strong>Correct grammar, mechanics, and proper punctuation<\/strong><\/td>\n<td>5\u00a0(5%)\u00a0&#8211; 5\u00a0(5%)<\/p>\n<p>Uses correct grammar, spelling, and punctuation with no errors.<\/td>\n<td>4\u00a0(4%)\u00a0&#8211; 4\u00a0(4%)<\/p>\n<p>Contains a few (1 or 2) grammar, spelling, and punctuation errors.<\/td>\n<td>3.5\u00a0(3.5%)\u00a0&#8211; 3.5\u00a0(3.5%)<\/p>\n<p>Contains several (3 or 4) grammar, spelling, and punctuation errors.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 3\u00a0(3%)<\/p>\n<p>Contains many (\u2265 5) grammar, spelling, and punctuation errors that interfere with the reader\u2019s understanding.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"2\"><strong>Written Expression and Formatting &#8211; The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical\/in-text citations, and reference list.<\/strong><\/td>\n<td>5\u00a0(5%)\u00a0&#8211; 5\u00a0(5%)<\/p>\n<p>Uses correct APA format with no errors.<\/td>\n<td>4\u00a0(4%)\u00a0&#8211; 4\u00a0(4%)<\/p>\n<p>Contains a few (1 or 2) APA format errors.<\/td>\n<td>3.5\u00a0(3.5%)\u00a0&#8211; 3.5\u00a0(3.5%)<\/p>\n<p>Contains several (3 or 4) APA format errors.<\/td>\n<td>0\u00a0(0%)\u00a0&#8211; 3\u00a0(3%)<\/p>\n<p>Contains many (\u2265 5) APA format errors.<\/td>\n<\/tr>\n<tr>\n<td colspan=\"6\">Total Points: 100<\/td>\n<\/tr>\n<tr>\n<td width=\"248\"><\/td>\n<td width=\"2\"><\/td>\n<td width=\"247\"><\/td>\n<td width=\"247\"><\/td>\n<td width=\"247\"><\/td>\n<td width=\"247\"><\/td>\n<td width=\"3\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Name:\u00a0<strong>NURS_8002_Module4_Assignment_Rubric<\/strong><\/p>\n<figure id=\"attachment_98650\" aria-describedby=\"caption-attachment-98650\" style=\"width: 300px\" class=\"wp-caption alignright\"><img decoding=\"async\" class=\"size-medium wp-image-98650\" src=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-8002-Assignment-Locating-and-Critically-Analyzing-Primary-Research-Articles-1-300x140.png\" alt=\"NURS 8002 Assignment Locating and Critically Analyzing Primary Research Articles\" width=\"300\" height=\"140\" srcset=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-8002-Assignment-Locating-and-Critically-Analyzing-Primary-Research-Articles-1-300x140.png 300w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-8002-Assignment-Locating-and-Critically-Analyzing-Primary-Research-Articles-1-768x358.png 768w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2023\/03\/NURS-8002-Assignment-Locating-and-Critically-Analyzing-Primary-Research-Articles-1.png 988w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-98650\" class=\"wp-caption-text\">NURS 8002 Assignment Locating and Critically Analyzing Primary Research Articles<\/figcaption><\/figure>\n<p style=\"text-align: center;\"><span style=\"color: #ff0000;\"><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\"><strong>Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles<\/strong><\/a><\/span><\/p>\n<h3><strong>NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles Grading Rubric<\/strong><\/h3>\n<table>\n<thead>\n<tr>\n<td><strong>Performance Category<\/strong><\/td>\n<td><strong>100% or highest level of performance<\/strong><\/p>\n<p><strong>100%<\/strong><\/p>\n<p><strong>16 points<\/strong><\/td>\n<td><strong>Very good or high level of performance<\/strong><\/p>\n<p><strong>88%<\/strong><\/p>\n<p><strong>14 points<\/strong><\/td>\n<td><strong>Acceptable level of performance<\/strong><\/p>\n<p><strong>81%<\/strong><\/p>\n<p><strong>13 points<\/strong><\/td>\n<td><strong>Inadequate demonstration of expectations<\/strong><\/p>\n<p><strong>68%<\/strong><\/p>\n<p><strong>11 points<\/strong><\/td>\n<td><strong>Deficient level of performance<\/strong><\/p>\n<p><strong>56%<\/strong><\/p>\n<p><strong>9 points<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/td>\n<td><strong>Failing level<\/strong><\/p>\n<p><strong>of performance<\/strong><\/p>\n<p><strong>55% or less<\/strong><\/p>\n<p><strong>0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>\u00a0Total Points Possible= 50 <\/strong><\/td>\n<td>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <strong>16 Points<\/strong><\/td>\n<td>\u00a0\u00a0 <strong>14 Points<\/strong><\/td>\n<td><strong>13 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>11 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>9 Points<\/strong><\/td>\n<td>\u00a0 \u00a0 \u00a0 \u00a0\u00a0 <strong>0 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Scholarliness<\/strong><\/p>\n<p>Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n<td>Presentation of information was exceptional and included <strong>all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.*<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person&#8217;s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.*<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person&#8217;s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.*<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person&#8217;s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>&nbsp;<\/p>\n<p>Presentation of information is unsatisfactory in<strong> one<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.*<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person&#8217;s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>&nbsp;<\/p>\n<p>Presentation of information is unsatisfactory in <strong>two<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.*<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person&#8217;s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in <strong>three<\/strong> <strong>or more<\/strong> of the following elements<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.*<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person&#8217;s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>\u00a0<strong>16 Points<\/strong><\/td>\n<td>\u00a0<strong>14 Points<\/strong><\/td>\n<td><strong>\u00a013 Points<\/strong><\/td>\n<td><strong>11 Points<\/strong><\/td>\n<td><strong>9 Points<\/strong><\/td>\n<td><strong>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Application of Course Knowledge<\/strong><\/p>\n<p><strong>Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n<td>Presentation of information was exceptional and included <strong>all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was good, but was superficial in places and included <strong>all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was minimally demonstrated in the <strong>all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in <strong>one <\/strong>of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in <strong>two<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in <strong>three<\/strong> of the following elements<\/p>\n<ul>\n<li>Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>\u00a010 Points<\/strong><\/td>\n<td><strong>9 Points <\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><strong>\u00a06 Points<\/strong><\/td>\n<td><strong>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Interactive Dialogue <\/strong><\/p>\n<p><strong>Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n<p><strong>The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n<p><strong>Responses are substantive and relate to the topic.<\/strong><\/td>\n<td>Demonstrated <strong>all <\/strong>of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td>Demonstrated 3 of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<td><\/td>\n<td>Demonstrated 2 of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td>Demonstrated 1 or less of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>8 Points<\/strong><\/td>\n<td><strong>7 Points<\/strong><\/td>\n<td><strong>\u00a06 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<strong>\u00a0 5 Points<\/strong><\/td>\n<td><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n<td><strong>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Grammar, Syntax, APA <\/strong><\/p>\n<p><strong>Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n<p><strong>The source of information is the APA Manual 6th Edition<\/strong><\/p>\n<p><strong>Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>0-3 errors in APA format<\/li>\n<\/ul>\n<p>AND<\/p>\n<ul>\n<li>Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n<p>AND<\/p>\n<ul>\n<li>Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>4-6 errors in APA format.<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>7-9 errors in APA format.<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>&nbsp;<\/p>\n<p>The following was present:<\/p>\n<ul>\n<li>10- 12 errors in APA format<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>&nbsp;<\/p>\n<p>The following was present:<\/p>\n<ul>\n<li>13 &#8211; 15 errors in APA format<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>16 to greater errors in APA format.<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\n<p>AND\/OR<\/p>\n<ul>\n<li>Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>0 Points Deducted<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><strong>5 Points Lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Participation<\/strong><\/p>\n<p><strong>Requirements <\/strong><\/td>\n<td>Demonstrated the following:<\/p>\n<ul>\n<li>Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>Failed to demonstrate the following:<\/p>\n<ul>\n<li>Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><strong>\u00a0<\/strong><\/td>\n<td><strong>0 Points Lost<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><strong>5 Points Lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Due Date Requirements<\/strong><\/td>\n<td>Demonstrated <strong>all <\/strong>of the following:<\/p>\n<ul>\n<li>The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n<p><strong>A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>Demonstrates <strong>one<\/strong> <strong>or less<\/strong> of the following.<\/p>\n<ul>\n<li>The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n<p><strong>A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Also Read:<span style=\"color: #0000ff;\"><a href=\"https:\/\/nursingassignmentcrackers.com\/nurs-8002-blog-the-dnp-prepared-nurse-and-their-community-2\/\"> NURS 8002 Blog: The DNP-Prepared Nurse and Their Community<\/a> \u00a0<\/span><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 [&hellip;]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-36473","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>NURS 8002 Assignment: Locating and Critically Analyzing Primary Research Articles -<\/title>\n<meta name=\"description\" content=\"NURS 8002 Assignment Locating and Critically Analyzing Primary Research Articles-What steps do you take to locate primary and peer-reviewed research articles when performing a literature 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