Evidence-Based Practice Project Proposal: Research Design Comparison

Grand Canyon University Evidence-Based Practice Project Proposal: Research Design Comparison-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University Evidence-Based Practice Project Proposal: Research Design Comparison assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Evidence-Based Practice Project Proposal: Research Design Comparison

Whether one passes or fails an academic assignment such as the Grand Canyon University Evidence-Based Practice Project Proposal: Research Design Comparison depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Evidence-Based Practice Project Proposal: Research Design Comparison

The introduction for the Grand Canyon University Evidence-Based Practice Project Proposal: Research Design Comparison is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Evidence-Based Practice Project Proposal: Research Design Comparison

After the introduction, move into the main part of the Evidence-Based Practice Project Proposal: Research Design Comparison assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Evidence-Based Practice Project Proposal: Research Design Comparison

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Evidence-Based Practice Project Proposal: Research Design Comparison

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Translational Research Graphic Organizer

State the nursing practice problem for your evidence-based practice project. If your nursing problem has not yet been approved, make any required changes or revisions to your nursing practice problem prior to starting the assignment. Using your proposed topic, conduct a literature search and complete the tables below.

Nursing Practice Problem:

The proposed nursing practice problem is the lack of proper nursing education on Covid-19 vaccination. This nursing practice issue is selected because several studies reported that many people showed hesitancy to go for Covid-19 vaccines due to a lack of proper education on the essence of the vaccines in addressing the pandemic

Comparison 1: Translational Research vs. Qualitative Research

Criteria	Peer-Reviewed Translational Article and Permalink/Working Link: Berry, S. D., Goldfeld, K. S., McConeghy, K., Gifford, D., Davidson, H. E., Han, L., … & Mor, V. (2022). Evaluating the findings of the IMPACT-C randomized clinical trial to improve COVID-19 vaccine coverage in skilled nursing facilities. JAMA Internal Medicine, 182(3), 324-331. Doi: 10.1001/jamainternmed.2021.8067 Translational Research Type: T4	Peer-Reviewed Traditional Article and Permalink/Working Link: Lockyer, B., Islam, S., Rahman, A., Dickerson, J., Pickett, K., Sheldon, T., … & Bradford Institute for Health Research Covid‐19 Scientific Advisory Group. (2021). Understanding COVID‐19 misinformation and vaccine hesitancy in context: Findings from a qualitative study involving citizens in Bradford, UK. Health Expectations, 24(4), 1158-1167. https://doi.org/10.1111/hex.13240 Traditional Qualitative Research Type: Phenomenological study type	Observations (Similarities/Differences)
Methodology	This was a randomized controlled trial where a total of 7496 residents and 17963 staff of skilled nursing facilities were recruited. The intervention used was a multi-component approach with education regarding vaccination as the pillar.	This was a qualitative study conducted in the UK, where a total of 20 participants were involved. The study used in-depth phone interviews to interview individuals from different ethnic groups. A reflective thematic analysis was then conducted.	Whilethe translational research used a randomized controlled trial and education at the center multi-component approach, qualitative research used in-depth interviews.
Goals	The main goal of this study was to find out if a multi-component vaccine education and campaign would increase COVID-19 vaccination rates among residents and staff in skilled nursing facilities.	The main goal of this study was to understand people’s COVID-19 beliefs, attitudes, and their interaction with information and misinformation during the COVID 19	Both research studies focused on issues surrounding vaccine uptake.
Data Collection	Data were mainly collected or obtained from the resident’s electronic medical record using the PointClick Care platform. Such data included vaccination status, minimum data set assessments, codes from the status or admission updates, and census data.	The data was collected through in-depth phone interviews and transcripts obtained from the recorded interviews.	While the translational research used electronic medical records as the major strategy for data collection, the qualitative research used in-depth phone interviews.

Comparison 2: Translational Research vs. Quantitative Research

Criteria	Peer-Reviewed Translational Article and Permalink/Working Link: Zolotarova, T., Dussault, C., Park, H., Varsaneux, O., Basta, N. E., Watson, L., … & Kronfli, N. (2023). Education increases COVID-19 vaccine uptake among people in Canadian federal prisons in a prospective randomized controlled trial: The EDUCATE study. Vaccine. https://doi.org/10.1016/j.vaccine.2023.01.040 Translational Research Type: T4	Peer-Reviewed Traditional Article and Permalink/Working Link: Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K. (2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363 Traditional Quantitative Research Type: Correlational research type	Observations (Similarities/Differences)
Methodology	This was a randomized controlled trial where patients who were unwilling to be vaccinated were randomized into two groups; an intervention group that received education and a control group.	This was a correlational study where a curriculum for vaccine hesitancy consisting of a PowerPoint presentation and a question-and-answer session was conducted. The educational content involved the effects of COVID-19, information on the vaccines, and common concerns or myths surrounding vaccines.	The translational research used an EDUCATE program as the major intervention, while the quantitative research used a PowerPoint presentation to deliver an educational program to the participants.
Goals	The purpose of this research was to evaluate the impact of an educational intervention on the uptake of the COVID-19 vaccine.	The major goal of this study was to evaluate the impact of educational programs on the hesitancy of taking the COVID-19 vaccine and reduce the rates of vaccine hesitancy.	Both research studies focused on determining the impact of educational intervention on COVID-19 uptake and vaccine hesitancy.
Data Collection	The data for this research was achieved by two self-administered paper questionnaires.	Data were mainly collected through a post-seminar questionnaire using SurveyMonkey. The questionnaire items were age, occupation, concerns before the seminar (and if they had been addressed), post-seminar opinion of the vaccine, the plan regarding COVID-19 vaccination, degree of trust in health care professionals, helpfulness of the seminar, and whether or not they would recommend the vaccine to others.	Both research studies used questionnaires to collect data, even though the questionnaires were formatted differently.

References

Berry, S. D., Goldfeld, K. S., McConeghy, K., Gifford, D., Davidson, H. E., Han, L., … & Mor, V. (2022). Evaluating the fin

dings of the IMPACT-C randomized clinical trial to improve COVID-19 vaccine coverage in skilled nursing facilities. JAMA Internal Medicine, 182(3), 324-331. Doi: 10.1001/jamainternmed.2021.8067

Lockyer, B., Islam, S., Rahman, A., Dickerson, J., Pickett, K., Sheldon, T., … & Bradford Institute for Health Research Covid‐19 Scientific Advisory Group. (2021). Understanding COVID‐19 misinformation and vaccine hesitancy in context: Findings from a qualitative study involving citizens in Bradford, UK. Health Expectations, 24(4), 1158-1167. https://doi.org/10.1111/hex.13240

Li, P. C., Theis, S. R., Kelly, D., Ocampo, T., Berglund, A., Morgan, D., … & Burtson, K. (2022). Impact of an education intervention on COVID-19 vaccine hesitancy in a military base population. Military Medicine, 187(Special Issue_13), e1516-e1522. https://doi.org/10.1093/milmed/usab363

Zolotarova, T., Dussault, C., Park, H., Varsaneux, O., Basta, N. E., Watson, L., … & Kronfli, N. (2023). Education increases COVID-19 vaccine uptake among people in Canadian federal prisons in a prospective randomized controlled trial: The EDUCATE study. Vaccine. https://doi.org/10.1016/j.vaccine.2023.01.040

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Lopes Write Policy

For assignments that need to be submitted to Lopes Write, 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.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource