Critical Appraisal of Clinical Research
Critical Appraisal of Clinical Research
Critical Appraisal of Clinical Research
Systematic and Integrative Review
of Selected Practice Query
Guidelines
The purpose of this application is to provide the student an
opportunity to develop a systematic and integrative
review of selected practice query.
COURSE OUTCOMES
This assignment provides documentation of student ability to
meet the following Course Outcomes:
CO 1: Formulate PICOT/PICoT questions relevant to advanced
nursing practice (PO #3).
CO 2: Utilize comprehensive systematic-review skills
necessary for evidence-based practice (PO #5).
CO 3: Critically appraise level and quality of evidence
related to a selected advanced nursing practice
issue (PO #3).
CO 5: Evaluate appropriateness of a qualitative research
design for a selected PICoT question (PO #3).
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CO 6: Evaluate appropriateness of a quantitative research
design for a selected PICOT question (PO #3).
CO 7: Evaluate appropriateness of an economic research
design for a selected economic appraisal of
evidence (PO #3).
CO 9: Analyze qualitative, quantitative, and economic data
for the purposes of critical appraisal of
evidence (PO #3).
CO 10: Evaluate selected statistical methods for the
purposes of critical appraisal of evidence (PO #5).
POINTS
This assignment is worth a total of 265 points.
DUE DATE
Submit your completed assignment by Sunday 11:59 p.m. MT of
Week 5, as directed.
REQUIREMENTS
1. To complete this application, you will want to access all
available scientific search engines. There are numerous robust scientific
search engines to retrieve relevant research to support your clinical problem
and clinical question (PICOT). The link to our library home is
http://library.chamberlain.edu with a link for research help in the Ask A
Librarian box http://chamberlain.libanswers.com/ask
2. The Systematic and Integrative Review of Selected Practice
Query paper is worth 250 points and will be graded on quality of information,
use of citations, use of Standard English grammar, sentence structure, and
overall organization based on the required components as summarized in the
directions and grading criteria/rubric.
3. Create your report using Microsoft Word (a part of
Microsoft Office), which is the required format for all Chamberlain College of
Nursing documents. You can tell that the document is saved as a Microsoft Word
document because it will end in .docx.
4. Follow the directions and grading criteria closely. Any
questions about this project may be posted under the Q & A forum.
5. The length of the project report is to be no less than 6
and no greater than 8 pages excluding title page and reference pages.
6. APA format is required with both a title page and
reference page. Use the required components of the review as Level 1 headings
(upper and lower case, centered, boldface):
Note: Introduction—Write an introduction to the systematic
and integrative review of selected practice query, but do not use Introduction
as a heading in accordance with the rules put forth in the Publication manual
of the American Psychological Association (2010, p. 63). APA format is required
with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper and lower case, centered):
a. Description of systematic and integrative review of
selected practice query (both integrative and systematic review of evidence)
b. Presentation of systematic and integrative review of
selected practice query analysis including quantitative, qualitative, and
economic evidence
PREPARING THE PROJECT REPORT
The following are best practices for preparing this project
report:
1. When introducing the systematic and integrative review of
selected practice query, be sure to include
pertinent background information regarding the topic (who,
what, where, when, and why).
2. When describing the selected practice query, be sure to
fully identify and address evidence using a
synthesis (integrative review citing areas of agreement and
disagreement among authors) approach for
the written summary and embed or attach the evidence table
(systematic review citing leveling and
grading of evidence) using the template found in Course
Resources.
3. When presenting the systematic and integrative review of
selected practice query analysis, be sure to
fully incorporate evidence from quantitative, qualitative,
and economic sources
Topic 1 DQ 1
Oct 3-5, 2022
What would spirituality be according to your own worldview? How do you believe that your conception of spirituality would influence the way in which you care for patients?
In essence, spirituality is the quest for the meaning of life (Bogue and Hogan, 2020). This vague term takes on many meanings depending on who is asked. Worldviews have a large impact on what path spirituality takes for someone. Personally, my worldview aligns with realism and optimism. Realism in the fact that what I can perceive and what is tangible in this world is what creates the majority of my experience. My optimistic worldview allows me to rely on such ideas as faith in order to maintain a positive view of my future. These play into my spirituality by allowing me to stay grounded in the present and accepting that the future is still unknown but has so much potential to be better than what I can comprehend now. My worldview allows my spirituality to be fluid and less of a daily burden mentally. The combination of my worldview and spirituality allow me to be present for my patients in their times of need, maintain positivity, be open to external experiences and worldviews, all while maintaining a tangible awareness of the physical ailments they are experiencing. Faith without realism does not benefit the patient because even if a grim prognosis exists, realism allows us to deal with the now and continue to move forward. Even if moving forward towards a terminal diagnosis, solace can be found in working through the physical realm to eventually be at peace in faith; knowing all that can be done in the now has been addressed.
Reference
Bogue, D. W. and Hogan, M. (2020). Foundational Issues in Christian Spirituality and Ethics. Practicing dignity: An introduction to Christian values and decision making in health care. Retrieved from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion (50 points, Weeks 1–7; 25 points, Week 8) | 375 | 37.5% |
| Shared Governance Model Paper (Week 3) | 200 | 20% |
| Management of Power Paper (Week 5) | 200 | 20% |
| Executive Summary (Week 7) | 225 | 22.5% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
