Discussion: Searching & Analysis of Literature
Discussion: Searching & Analysis of Literature
Systematic Reviews: Searching and Analysis of the Literature
This Assignment expands upon the work you have been conducting for this week’s Discussion.) you will conduct a search for literature on your selected practice problem. A Literature Review Matrix template will be used to identify gaps in the literature.
To prepare:
Consider the practice problem you addressed in this week’s Discussion. (You may select a new issue if necessary, but it is not recommended): Practice problem chosen: Health literacy and self-care activities, self-efficacy, and health related outcome of patients with type 2 Diabetes.
Review the guidelines in the Literature Review Matrix, included in the Learning Resources.
Formulate a research question around your issue as indicated in Part I. Then
complete Part II of the Matrix, identifying the resources you will use, search terms and criteria, and Boolean search strings.
Using the Walden Library, locate 10 articles related to your research question. At least one article must be a systematic review.
All of the articles should be primary sources. NOTE: If appropriate, you may use the four articles you reviewed for this week’s Discussion.
Actual Assignment:
Complete Part I and Part II of the Literature Review Matrix template.
Begin working on Part III.
Review Part III of the Literature Review Matrix and notice which middle range theories were used most frequently in the articles you reviewed.
Consider the appropriate use of the theoretical frameworks in each article.
Review the information on empiricism presented in Chapter 1 of Theoretical Basis for Nursing and Chapter 6 in The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence as you consider your response to Part IV.
Complete Part III of the Literature Review Matrix.
In your analysis of the strengths and weaknesses of the existing literature, note the appropriate use of the theoretical frameworks.
Complete Part IV addressing the influence of empiricism on quantitative methodology.
REFERENCES
McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.
Chapter 10, “Introduction to Middle Range Nursing Theories”
Chapter 11, “Overview of Selected Middle Range Nursing Theories”
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
Chapter 3, “Introduction to Quantitative Research”
Chapter 4, “Introduction to Qualitative Research”
Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses.
Chapter 7 examines the process of preparing for a literature review to support research efforts.
Chapter 13, “Outcomes Research”
Moran, K., Burson, R., & Conrad, D. (2017). The doctor of nursing practice scholarly project: A framework for success (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Review Chapter 6, “Developing the Scholarly Project”
Armola, R., Bourgault, A., Halm, M., Board, R., Bucher, L., Harrington, L., & … Medina, J. (2009). AACN levels of evidence: What’s new? Critical Care Nurse, 29(4), 70–73. doi: 10.4037/ccn2009969
Elkins, M. Y. (2010). Using PICO and the brief report to answer clinical questions. Nursing, 40(4), 59–60. doi: 10.1097/01.NURSE.0000369871.07714.39
Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing. Philadelphia, Pennsylvania: F. A. Davis.
DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22(4), 355–359.
Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part I an introduction to gathering, evaluating, and recording the evidence… fifth in a series. American Journal of Nursing, 110(7), 47–52. doi: 10.1097/01.NAJ.0000383935.22721.9c
Fineout-Overholt, E., Melnyk, B., Stillwell, S., & Williamson, K. (2010). Critical appraisal of the evidence: Part III the process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5
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NURS8110WK67ASSIGNSAMPLEPAPER.doc
Discussion: Searching & Analysis of Literature
Discussion: Searching & Analysis of Literature
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
