BSN 4012 Nursing Leadership and Management Assessment 3
BSN 4012 Nursing Leadership and Management Assessment 3
BSN4012 Nursing
Leadership and Management
Assessment
3
I recently learned about nurse that didn’t follow the standards of professional accountability when it came to medication administration and the out come resulted in death of the patient and much pain and suffering for that family after the loss of their family member. The nurse should have followed her 5 rights to medication administration. Right patient, right medication, right dose, right route, right time. In this instance this nurse overrode the pyxis and pulled vecuronium when she was supposed to pull versed. This mistake could have been prevented if the nurse followed the standards of professional accountability when it comes to patient safety and medication administration safety checks. Nurses are given great responsibility when it comes to caring for the lives of others, the accountability that the general public places in nurses is so great that nurses must always follow the standard of professional accountability in their day to day work in order to create a safe practice that becomes their second nature. Yes, the system that is in place could often times fail a nurse resulting in a sentinel event although, as a licensed nurse it is imperative to fall back on always using safe patient standards no matter where you work in order to protect patient safety and the RN license.
Write a 3-4 page evidence-based health care delivery plan
for one component of a heart failure clinic.
Nursing within an organization is a critical component of
health care delivery and is an essential ingredient in patient outcomes (Kelly
& Tazbir, 2014). The concern for quality care that flows from
evidence-based practice generates a desired outcome. Without these factors, a
nurse cannot be an effective leader. It is important to lead not only from this
position but from knowledge and expertise.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course competencies and
assessment criteria:
Competency 2: Explain the accountability of the nurse leader
for decisions that affect health care delivery and patient outcomes.
Describe accountability tools and procedures used to measure
effectiveness.
Competency 3: Apply management strategies and best practices
for health care finance, human resources, and materials allocation decisions to
improve health care delivery and patient outcomes.
Develop an evidence-based plan for health care delivery.
Competency 4: Apply professional standards of moral,
ethical, and legal conduct in professional practice.
Apply professional and legal standards in support of a care
plan.
Competency 5: Communicate in manner that is consistent with
the expectations of a nursing professional.
Write content clearly and logically, with correct use of
grammar, punctuation, mechanics, and current APA style.
Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress
through your course.
Toggle Drawer
Context
In an effort to improve the patients’ health literacy
concerning heart failure, it is important that the clinic staff and the
hospital staff present a consistent, evidence-based message on self-care to
these patients and their families in order to decrease acute exacerbation and
re-admissions. Review current evidence for clinical practice guides or
protocols when developing your patient teaching plans and materials. Consider
the following:
What does the patient know about the disease process as a
baseline?
What does the patient need to do understand as far as the
best self-care processes?
Can the patient identify proper medication compliance?
Is there a financial issue that affects compliance?
Who buys and prepares the food in the home?
Can the patient verbalize when to seek medical assistance?
Toggle Drawer
Questions to Consider
To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a work associate,
an interested friend, or a member of your professional community.
What factors contribute to inadequate quality of care?
How effective are organizational mandates for quality?
How do financial concerns impact health and safety goals?
Toggle Drawer
Resources
Suggested Resources
The following optional resources are provided to support you
in completing each assessment. They provide helpful information about the
topics in this unit. For additional resources, refer to the Research Resources
and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following
multimedia pieces:
Riverbend City: Insurance Issues Mission | Transcript.
Leadership Styles | Transcript.
Leadership, Theories, Models, and Styles | Transcript.
Library Resources
The following resources are provided for you in the Capella
University Library and are linked directly in this course. These articles
contain content relevant to the topics and assessments that are the focus of
this unit.
Mensik, J. S. (2013). Nursing’s role and staffing in
accountable care. Nursing Economics, 31(5), 250–253.
Ganz, F. D., Wagner, N., & Toren, O. (2015). Nurse
middle manager ethical dilemmas and moral distress. Nursing Ethics, 22(1),
43–51.
Ott, J., & Ross, C. (2014). The journey toward shared
governance: The lived experience of nurse managers and staff nurses. Journal of
Nursing Management, 22(6), 761–768.
Tait, G. R., Bates, J., LaDonna, K. A., Schulz, V. N.,
Strachan, P. H., McDougall, A., & Lingard, L. (2015). Adaptive practices in
heart failure care teams: Implications for patient-centered care in the context
of complexity. Journal of Multidisciplinary Healthcare, 8, 365–376.
Boyde, M., Song, S., Peters, R., Turner, C., Thompson, D.
R., & Stewart, S. (2013). Pilot testing of a self-care education
intervention for patients with heart failure. European Journal of
Cardiovascular Nursing, 12(1), 39–46.
Brennan, E. J. (2015). Heart failure care for patients who
do not speak English. British Journal of Nursing, 24(20), 1004–1008.
Coordinating the medical home for heart failure patients;
transitioning to palliative care: Adjusting locus of care and focusing on
integrated medicine sheds light on best practices and patient-centered care in
heart failure clinics. (2010, September 15). PR Newswire.
Ivany, E., & While, A. (2013). Understanding the
palliative care needs of heart failure patients. British Journal of Community
Nursing, 18(9), 441–445.
Limpahan, L. P., Baier, R. R., Gravenstein, S., Liebmann,
O., & Gardner, R. L. (2013). Closing the loop: Best practices for
cross-setting communication at ED discharge. American Journal of Emergency
Medicine, 31(9), 1297–1301.
Lingle, C. L. (2013). Evidence based practice: Patient
discharge education barriers to patient education (Master’s thesis). Available
from ProQuest Dissertation Publishing. (UMI No. 1542582)
Delaney, C., Apostolidis, B., Bartos, S., Morrison, H.,
Smith, L., & Fortinsky, R. (2013). A randomized trial of telemonitoring and
self-care education in heart failure patients following home care discharge.
Home Health Care Management and Practice, 25(5), 187–195.
Wolfson, B. J., & Campbell, R. (2014, February 9). With
Medicare watching, hospitals make changes: Orange County medical centers put
new focus on discharge practices to reduce patient readmissions. Orange County
Register.
Berry, L. L., Rock, B. L., Houskamp, B. S., Brueggeman, J.,
& Tucker, L. (2013). Care coordination for patients with complex health
profiles in inpatient and outpatient settings. Mayo Clinic Proceedings, 88(2),
184–194.
Veenstra, W., op den Buijs, J., Pauws, S., Westerterp, M.,
& Nagelsmit, M. (2015). Clinical effects of an optimised care program with
telehealth in heart failure patients in a community hospital in the
Netherlands. Netherlands Heart Journal, 23(6), 334–340.
Aller, M., Vargas, I., Coderch, J., Calero, S., Cots, F.,
Abizanda, M., … Vázquez, M. L. (2015). Development and testing of indicators
to measure coordination of clinical information and management across levels of
care. BMC Health Services Research, 15(323), 1–16.
Course Library Guide
A Capella University library guide has been created
specifically for your use in this course. You are encouraged to refer to the
resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide
to help direct your research.
Internet Resources
National Council of State Boards of Nursing (NCSBN). (n.d.).
Retrieved from https://www.ncsbn.org/index.htm
American Nurses Association (ANA). (2015). Code of ethics
for nurses. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses.aspx
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course. Unless noted otherwise, these materials are
available for purchase from the Capella University Bookstore. When searching
the bookstore, be sure to look for the Course ID with the specific –FP
(FlexPath) course designation.
Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.
Chapter 2.
Chapters 11–15.
Assessment Instructions
Preparation
Refer to the Capella library and the Internet for
supplemental resources to help you complete this assessment.
Instructions
Deliverable: Develop an evidence-based plan for health care
delivery.
Scenario:
The hospital where you work has an issue with increased
readmissions within 30 days of discharge. After examining the core measures, it
was found that heart failure was the most common core measure disease process
experiencing the highest rate of readmissions. The leadership team has given
your team the charge of developing a nurse-run outpatient heart failure clinic.
The purpose of this clinic is to ensure that discharge education is presented
to the patient in an orderly, consistent manner and complies with
evidence-based practice protocols. Since these patients may be discharged from
a variety of areas in the facility, having the heart failure clinic staff take
ownership of the process will improve both consistency and compliance. There
are cardiologists that interact with the staff and patients, but the day-to-day
operations of the clinic are designed and supported by the nurses as they
interact with appropriate members of the other health care team disciplines
promoting the best care for the heart failure patients.
As a member of the nurse team, you have been asked to develop
one component of the clinic.
The hospital leadership established these objectives for the
clinic services:
Evaluate and maximize proper medication therapy.
Conduct regular diet, exercise, and stress management
classes for the patients.
Monitor physiological indicators for the patients (lab work,
weights, vital signs, ECGs).
Provide a case management system for patients in the program
post-discharge.
The overall goals for the heart failure clinic are to:
Enroll greater than 90 percent of the patients with a
primary or secondary diagnosis of HF prior to discharge.
Facilitate discharge planning to achieve 100 percent
compliance with patient education prior to discharge (discharge planning).
Decrease readmission rates in this population by 5 percent
over the next year.
The leadership team has asked you to provide them with an
evidence-based plan for one of the components of the clinic. You may use any
combination of documents (for example, a spreadsheet or a table) in addition to
explanatory information to convey information clearly and succinctly.
Develop one: an Orientation Course Plan, a Discharge
Education Plan, or a Care Coordination Plan.
An Orientation Course Plan:
Develop an evidence-based plan for health care delivery.
Include a comprehensive schedule of topics, objectives, key
points, and patient resources for the orientation course.
What are the components of an evidence-based education plan?
How will you know that patients will understand what to do?
What modalities will you use to deliver information?
How will you adapt the plan to meet the needs of patients
from diverse cultural and language backgrounds?
Identify specialized and supplementary material needs.
Apply professional and legal standards in support of a care
plan.
Explain the alignment to the most recent Heart Failure
Guidelines and specific professional standards.
Describe the accountability tools and procedures used to
measure effectiveness.
How will you know if the patient education plan is
successful?
What are the indicators of success or effectiveness?
A Discharge Education Plan:
Develop an evidence-based plan for health care delivery.
Develop a discharge plan with objectives and resources, and
tools for patients to monitor their progress.
How will you know that patients understand what to do?
What modalities will you use to deliver information?
How will you adapt the plan to meet the needs of patients
from diverse cultural and language backgrounds?
Apply professional and legal standards in support of a care
plan.
Explain the alignment to the most recent Heart Failure
Guidelines and specific professional standards.
Describe accountability tools and procedures used to measure
effectiveness.
How will you know if the discharge plan is successful?
What are the indicators of success or effectiveness?
Care Coordination Plan:
Develop an evidence-based plan for health care delivery.
Develop a procedure for coordinating services.
Consider the needs of “outliers.” For example,
someone with lung disease may need extra resources.
Who should be on the team?
When would the team be activated?
How would it be activated?
What is the time frame required to coordinate services?
How would the intervention plan be monitored for
effectiveness?
Apply professional standards in support of a care plan.
Explain the alignment to the most recent heart failure
guidelines and specific professional standards.
Describe accountability tools and procedures used to measure
effectiveness.
How will you know if the care coordination plan is
successful?
What are the indicators of success or effectiveness?
How will information be collected or communicated?
Additional Requirements
Written communication: Written communication should be free
of errors that detract from the overall message.
APA formatting: Resources and in-text citations should be
formatted according to current APA style and formatting.
Length: The report should be 3-4 pages in content length,
double-spaced.
Font and font size: Times New Roman, 12 point.
Number of resources: Support your plan with a minimum of
three peer-reviewed resources, in addition to professional standards.
BSN4012 Nursing
Leadership and Management
Assessment
3
Write a 3-4 page evidence-based health care delivery plan
for one component of a heart failure clinic.
Nursing within an organization is a critical component of
health care delivery and is an essential ingredient in patient outcomes (Kelly
& Tazbir, 2014). The concern for quality care that flows from
evidence-based practice generates a desired outcome. Without these factors, a
nurse cannot be an effective leader. It is important to lead not only from this
position but from knowledge and expertise.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course competencies and
assessment criteria:
Competency 2: Explain the accountability of the nurse leader
for decisions that affect health care delivery and patient outcomes.
Describe accountability tools and procedures used to measure
effectiveness.
Competency 3: Apply management strategies and best practices
for health care finance, human resources, and materials allocation decisions to
improve health care delivery and patient outcomes.
Develop an evidence-based plan for health care delivery.
Competency 4: Apply professional standards of moral,
ethical, and legal conduct in professional practice.
Apply professional and legal standards in support of a care
plan.
Competency 5: Communicate in manner that is consistent with
the expectations of a nursing professional.
Write content clearly and logically, with correct use of
grammar, punctuation, mechanics, and current APA style.
Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress
through your course.
Toggle Drawer
Context
In an effort to improve the patients’ health literacy
concerning heart failure, it is important that the clinic staff and the
hospital staff present a consistent, evidence-based message on self-care to
these patients and their families in order to decrease acute exacerbation and
re-admissions. Review current evidence for clinical practice guides or
protocols when developing your patient teaching plans and materials. Consider
the following:
What does the patient know about the disease process as a
baseline?
What does the patient need to do understand as far as the
best self-care processes?
Can the patient identify proper medication compliance?
Is there a financial issue that affects compliance?
Who buys and prepares the food in the home?
Can the patient verbalize when to seek medical assistance?
Toggle Drawer
Questions to Consider
To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a work associate,
an interested friend, or a member of your professional community.
What factors contribute to inadequate quality of care?
How effective are organizational mandates for quality?
How do financial concerns impact health and safety goals?
Toggle Drawer
Resources
Suggested Resources
The following optional resources are provided to support you
in completing each assessment. They provide helpful information about the
topics in this unit. For additional resources, refer to the Research Resources
and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following
multimedia pieces:
Riverbend City: Insurance Issues Mission | Transcript.
Leadership Styles | Transcript.
Leadership, Theories, Models, and Styles | Transcript.
Library Resources
The following resources are provided for you in the Capella
University Library and are linked directly in this course. These articles
contain content relevant to the topics and assessments that are the focus of
this unit.
Mensik, J. S. (2013). Nursing’s role and staffing in
accountable care. Nursing Economics, 31(5), 250–253.
Ganz, F. D., Wagner, N., & Toren, O. (2015). Nurse
middle manager ethical dilemmas and moral distress. Nursing Ethics, 22(1),
43–51.
Ott, J., & Ross, C. (2014). The journey toward shared
governance: The lived experience of nurse managers and staff nurses. Journal of
Nursing Management, 22(6), 761–768.
Tait, G. R., Bates, J., LaDonna, K. A., Schulz, V. N.,
Strachan, P. H., McDougall, A., & Lingard, L. (2015). Adaptive practices in
heart failure care teams: Implications for patient-centered care in the context
of complexity. Journal of Multidisciplinary Healthcare, 8, 365–376.
Boyde, M., Song, S., Peters, R., Turner, C., Thompson, D.
R., & Stewart, S. (2013). Pilot testing of a self-care education
intervention for patients with heart failure. European Journal of
Cardiovascular Nursing, 12(1), 39–46.
Brennan, E. J. (2015). Heart failure care for patients who
do not speak English. British Journal of Nursing, 24(20), 1004–1008.
Coordinating the medical home for heart failure patients;
transitioning to palliative care: Adjusting locus of care and focusing on
integrated medicine sheds light on best practices and patient-centered care in
heart failure clinics. (2010, September 15). PR Newswire.
Ivany, E., & While, A. (2013). Understanding the
palliative care needs of heart failure patients. British Journal of Community
Nursing, 18(9), 441–445.
Limpahan, L. P., Baier, R. R., Gravenstein, S., Liebmann,
O., & Gardner, R. L. (2013). Closing the loop: Best practices for
cross-setting communication at ED discharge. American Journal of Emergency
Medicine, 31(9), 1297–1301.
Lingle, C. L. (2013). Evidence based practice: Patient
discharge education barriers to patient education (Master’s thesis). Available
from ProQuest Dissertation Publishing. (UMI No. 1542582)
Delaney, C., Apostolidis, B., Bartos, S., Morrison, H.,
Smith, L., & Fortinsky, R. (2013). A randomized trial of telemonitoring and
self-care education in heart failure patients following home care discharge.
Home Health Care Management and Practice, 25(5), 187–195.
Wolfson, B. J., & Campbell, R. (2014, February 9). With
Medicare watching, hospitals make changes: Orange County medical centers put
new focus on discharge practices to reduce patient readmissions. Orange County
Register.
Berry, L. L., Rock, B. L., Houskamp, B. S., Brueggeman, J.,
& Tucker, L. (2013). Care coordination for patients with complex health
profiles in inpatient and outpatient settings. Mayo Clinic Proceedings, 88(2),
184–194.
Veenstra, W., op den Buijs, J., Pauws, S., Westerterp, M.,
& Nagelsmit, M. (2015). Clinical effects of an optimised care program with
telehealth in heart failure patients in a community hospital in the
Netherlands. Netherlands Heart Journal, 23(6), 334–340.
Aller, M., Vargas, I., Coderch, J., Calero, S., Cots, F.,
Abizanda, M., … Vázquez, M. L. (2015). Development and testing of indicators
to measure coordination of clinical information and management across levels of
care. BMC Health Services Research, 15(323), 1–16.
Course Library Guide
A Capella University library guide has been created
specifically for your use in this course. You are encouraged to refer to the
resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide
to help direct your research.
Internet Resources
National Council of State Boards of Nursing (NCSBN). (n.d.).
Retrieved from https://www.ncsbn.org/index.htm
American Nurses Association (ANA). (2015). Code of ethics
for nurses. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses.aspx
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course. Unless noted otherwise, these materials are
available for purchase from the Capella University Bookstore. When searching
the bookstore, be sure to look for the Course ID with the specific –FP
(FlexPath) course designation.
Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.
Chapter 2.
Chapters 11–15.
Assessment Instructions
Preparation
Refer to the Capella library and the Internet for
supplemental resources to help you complete this assessment.
Instructions
Deliverable: Develop an evidence-based plan for health care
delivery.
Scenario:
The hospital where you work has an issue with increased
readmissions within 30 days of discharge. After examining the core measures, it
was found that heart failure was the most common core measure disease process
experiencing the highest rate of readmissions. The leadership team has given
your team the charge of developing a nurse-run outpatient heart failure clinic.
The purpose of this clinic is to ensure that discharge education is presented
to the patient in an orderly, consistent manner and complies with
evidence-based practice protocols. Since these patients may be discharged from
a variety of areas in the facility, having the heart failure clinic staff take
ownership of the process will improve both consistency and compliance. There
are cardiologists that interact with the staff and patients, but the day-to-day
operations of the clinic are designed and supported by the nurses as they
interact with appropriate members of the other health care team disciplines
promoting the best care for the heart failure patients.
As a member of the nurse team, you have been asked to develop
one component of the clinic.
The hospital leadership established these objectives for the
clinic services:
Evaluate and maximize proper medication therapy.
Conduct regular diet, exercise, and stress management
classes for the patients.
Monitor physiological indicators for the patients (lab work,
weights, vital signs, ECGs).
Provide a case management system for patients in the program
post-discharge.
The overall goals for the heart failure clinic are to:
Enroll greater than 90 percent of the patients with a
primary or secondary diagnosis of HF prior to discharge.
Facilitate discharge planning to achieve 100 percent
compliance with patient education prior to discharge (discharge planning).
Decrease readmission rates in this population by 5 percent
over the next year.
The leadership team has asked you to provide them with an
evidence-based plan for one of the components of the clinic. You may use any
combination of documents (for example, a spreadsheet or a table) in addition to
explanatory information to convey information clearly and succinctly.
Develop one: an Orientation Course Plan, a Discharge
Education Plan, or a Care Coordination Plan.
An Orientation Course Plan:
Develop an evidence-based plan for health care delivery.
Include a comprehensive schedule of topics, objectives, key
points, and patient resources for the orientation course.
What are the components of an evidence-based education plan?
How will you know that patients will understand what to do?
What modalities will you use to deliver information?
How will you adapt the plan to meet the needs of patients
from diverse cultural and language backgrounds?
Identify specialized and supplementary material needs.
Apply professional and legal standards in support of a care
plan.
Explain the alignment to the most recent Heart Failure
Guidelines and specific professional standards.
Describe the accountability tools and procedures used to
measure effectiveness.
How will you know if the patient education plan is
successful?
What are the indicators of success or effectiveness?
A Discharge Education Plan:
Develop an evidence-based plan for health care delivery.
Develop a discharge plan with objectives and resources, and
tools for patients to monitor their progress.
How will you know that patients understand what to do?
What modalities will you use to deliver information?
How will you adapt the plan to meet the needs of patients
from diverse cultural and language backgrounds?
Apply professional and legal standards in support of a care
plan.
Explain the alignment to the most recent Heart Failure
Guidelines and specific professional standards.
Describe accountability tools and procedures used to measure
effectiveness.
How will you know if the discharge plan is successful?
What are the indicators of success or effectiveness?
Care Coordination Plan:
Develop an evidence-based plan for health care delivery.
Develop a procedure for coordinating services.
Consider the needs of “outliers.” For example,
someone with lung disease may need extra resources.
Who should be on the team?
When would the team be activated?
How would it be activated?
What is the time frame required to coordinate services?
How would the intervention plan be monitored for
effectiveness?
Apply professional standards in support of a care plan.
Explain the alignment to the most recent heart failure
guidelines and specific professional standards.
Describe accountability tools and procedures used to measure
effectiveness.
How will you know if the care coordination plan is
successful?
What are the indicators of success or effectiveness?
How will information be collected or communicated?
Additional Requirements
Written communication: Written communication should be free
of errors that detract from the overall message.
APA formatting: Resources and in-text citations should be
formatted according to current APA style and formatting.
Length: The report should be 3-4 pages in content length,
double-spaced.
Font and font size: Times New Roman, 12 point.
Number of resources: Support your plan with a minimum of
three peer-reviewed resources, in addition to professional standards.
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
Also Read: BSN 4012 Nursing Leadership and Management Assessment 2
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.