Will the study problem and purpose generate or refine knowledge for nursing practice?
Discussion: Sex Differences in Health-Status
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The contribution of gender to apparent sex differences in health status among patients with coronary artery disease. 5-7 pages APA formatt
Critical Appraisal of a Quantitative Study Assignment Guideline and Rubric
The goals of this assignment are to:
Assist students in understanding the basic process of conducting a literature review/critical appraisal.
Assist students in understanding the beginning process of conducting an evidence-based practice review.
Provide students with the beginnings of scientifically based knowledge on a selected procedure/topic related to nursing research.
Steps of the process:
Select a topic with instructor’s approval. Important because some articles that have been shown to me are not research quantitative nor qualitative research studies that have come from refereed journals.Article can be quantitative or qualitative and preferably from a nursing research journal. (Please submit article to me by end of the day on Monday because I must critique it in order to be able to evaluate your critique.)
Appraise the article critically using the guidelines provided in Chapter 12.This is the information provided in the syllabus..
Prepare a presentation to facilitate where a/the group member(s) discuss aspects of the critique. (See guidelines/questions below.)Power point is suggested because it may provide creativity and generate audience interest.
Information to include in the report (see examples on pages 433-442)
Research Problem and Purpose
Why is the problem significant to nursing?
Will the study problem and purpose generate or refine knowledge for nursing practice?
How current is the literature review?
Does the literature review provide rationale and direction for the study?
Is a clear, concise summary presented of the current empirical and theoretical knowledge in the area of study?
Is the framework/theoretical basis presented with clarity?
If a map or model is presented, is it adequate to explain the phenomenon of concern?
If a proposition from a theory is tested, is the proposition clearly identified and linked to the study hypotheses?
Research Objectives, Questions, or Hypotheses
Are the objectives, questions, or hypotheses expressed clearly?
Are the objectives, questions, or hypotheses logically linked to the research purpose and framework?
Are the research objectives, questions, or hypotheses linked to concepts and relationships from the framework?
Do the variables reflect the concepts identified in the framework?
Are the variables clearly defined?
Is the conceptual definition of a variable consistent with the operational definition?
.What type of research is it? Explain.
How were study subjects selected?
Are any subjects excluded from the study based on age, socioeconomic status, or race, without a sound rationale?
If more than one group is used, do the groups appear equivalent?
Are the rights of human subjects protected?
Is the setting used in the study typical of clinical settings?
What are the instruments that were used to measure variables and if they are scales and questionnaires did the investigator(s) clearly describe them, especially the reliability/validity of the instruments?
If data were collected by observation as in qualitative studies
are the phenomena to be observed clearly identified and defined?
Is interrater and intrarater reliability described?
Are the techniques for recording observations described?
Do the interview questions address concerns expressed in the research problem?
Are the interview questions relevant for the research purpose and objectives, questions, or hypotheses?
Are the physiological measures or instruments clearly described?
Are the methods for recording data from the physiological measures clearly described?
Data Collection and Analysis
Is the data collection process clearly described?
Is the training of data collectors clearly described and adequate?
Are the results presented in an understandable way?
Interpretation of Findings
Are findings discussed in relation to each objective, question, or hypothesis?
Are the findings clinically significant?
Do you believe that there are limitations that the investigator(s) did not identify?
What do you determine are the major strengths/weaknesses of the study?
To what populations can the findings be generalized?
What questions emerge from the findings, and are these identified by the researcher?
What future research can be envisioned? Can the study be replicated by other researchers?
How do findings inform your practice as a nurse?
When the findings are examined based on previous studies, what is now known and not known about the phenomenon under study? That is, are the findings consistent with those from previous studies?
Does the author indicate the implication of the findings for practice? What are the implications of the findings for nursing practice?
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.
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.
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.
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 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.