DNP 801 Topic 4 Empirical Research Identification

Grand Canyon University DNP 801 Topic 4 Empirical Research Identification-Step-By-Step Guide

This guide will demonstrate how to complete the DNP 801 Topic 4 Empirical Research Identification 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 DNP 801 Topic 4 Empirical Research Identification

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 801 Topic 4 Empirical Research Identification 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 DNP 801 Topic 4 Empirical Research Identification

The introduction for the Grand Canyon University DNP 801 Topic 4 Empirical Research Identification 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 DNP 801 Topic 4 Empirical Research Identification

After the introduction, move into the main part of the DNP 801 Topic 4 Empirical Research Identification 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 DNP 801 Topic 4 Empirical Research Identification

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 DNP 801 Topic 4 Empirical Research Identification

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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Details:

The purpose of this assignment is to understand the usefulness of evidence and the support it provides when answering a PICOT question.

General Requirements:

Doctoral learners are required to use Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.

Directions:

DNP 801 Topic 4 Empirical Research Identification

Part 1 : Empirical Article Selection

Locate three empirical articles related to your PICOT question that meet all the criteria found on the “Empirical Research Checklist” resource.

Part 2: Research Article Chart

Using the articles acquired in Part 1, provide a summary review of each component using the “Research Article Chart” template.

Submit the completed Research Article Chart to your instructor.

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Part 1: Empirical Article Selection

The selected articles for the PICOT question include the following

Chaniang, S., Fongkaew, W., Stone, T. E., Sethabouppha, H., & Lirtmunlikaporn, S. (2019). Development and Evaluation of a Suicide Prevention Program for Secondary School Students. Pacific Rim International Journal of Nursing Research, 23(3), 201-213.

Kennard, B., Mayes, T., King, J., Moorehead, A., Wolfe, K., Hughes, J., … & Stewart, S. (2019). The development and feasibility outcomes of a youth suicide prevention intensive outpatient program. Journal of Adolescent Health, 64(3), 362-369.

McCauley, E., Berk, M. S., Asarnow, J. R., Adrian, M., Cohen, J., Korslund, K., … & Linehan, M. M. (2018). Efficacy of dialectical behavior therapy for adolescents at high risk for suicide: a randomized clinical trial. JAMA psychiatry, 75(8), 777-785.

Part 2: Research Article Chart

Criteria and Defining characteristics	Kennard et al., (2019)	McCauley et al., (2018)	Chaniang et al., (2019)
Abstract	I expect to learn about the efficacy of intensive outpatient program for suicide prevention among the youth. I expect to learn its ability to build the desired knowledge and skills among youths and adolescents at risk of committing suicide.	I expect to learn about the effectiveness of dialectical therapy in preventing suicide attempts and self-harm behaviors among the youth. I also expect to learn the ways in which dialectical behavioral therapy increases the level of awareness among the adolescents at risk of suicide.	I expect to learn about the effectiveness of suicide prevention program on knowledge and attitude of secondary school students at risk of suicide. I also expect to learn the correlation between level of awareness about suicide prevention and rates of suicide among the youths and children.
Introduction	The purpose of this study was to determine the development alongside feasibility of suicide prevention program for the youths. The program was named intensive outpatient program. The scope was to determine the effectiveness of the program in reducing and preventing suicide among youths. The research question can be inferred from the purpose of the study to be, what are the feasibility outcomes of youth suicide prevention intensive outpatient program in preventing suicide among the youth? The need for the study was informed by the lack of effective outpatient programs that can be utilized to prevent suicide among the youth. The key concepts that were noted include youth suicide and suicide prevention program. A review of literature was provided.	The purpose of this study was to investigate the efficacy of dialectical behavioral therapy use in adolescents with a high risk for suicide. The study was conducted in academic medical centers using adolescents at risk of suicide. The rationale for the study was to inform the need for dialectical behavioral therapy in preventing suicide among the adolescents. The research question can be inferred from the purpose of the study to have been, what is the efficacy of dialectical behavior therapy in adolescents highly at a risk of suicide? The key concepts that were noted in the article include adolescent suicide, self-harm, self-harm behaviors, and dialectical behavior therapy. A review of literature was provided.	The purpose of the study was to determine the development and evaluation of a program that aimed at preventing suicide among secondary school students. The scope entailed determining the effectiveness of the program in secondary school setting using secondary school students. The rationale for the study was to increase the availability of evidence on the feasibility and effectiveness of suicide prevention programs in secondary schools. The research question can be inferred from the purpose of the study to be, what is the effectiveness and feasibility of suicide prevention programs in secondary schools? The key concepts as well as terms noted in the article include suicide, adolescent suicide, and suicide prevention program. A review of relevant literature was provided.
Methods	The sample that was used comprised of 354 adolescents with suicidal attempts or worsening suicidal ideation. They were enrolled in intensive outpatient program that consisted of average of nine sessions. The feasibility of the program was measured using the enrollment and retention of subjects with acceptability measured using participant satisfaction rate. Questionnaires were used to obtain clinical outcome measures that include suicide severity rate, depressive symptom rate, and health risk tracking rate. Data analysis was performed using standard deviation and sample mean for clinical and demographic characteristics. Acceptability and feasibility was calculated using descriptive statistics. Mean of groups was compared using t-test, chi-square, and negative binomial log.	The sampled population comprised of adolescents who were at high risk of committing suicide. The participants were assigned randomly to the treatment and control groups. The approval for the study was obtained from the institutional review board where the study was undertaken. Therapists were trained on the implementation of the intervention.	The sample population for the research included secondary school students, teachers, and parents. Quantitative and qualitative methods were utilized in the development and evaluation of the program.
Results	The results of the study showed that the participants were satisfied with the program. There was also an improvement in depressive symptoms as well as suidical behaviors and ideation among the participants at the end of the program. The analysis reveal that the use of suicide prevention programs at point of discharge to raise awareness is effective in preventing suicidal attempts, behaviors, and ideation. The results of the study were presented using tables.	The results of the study revealed that dialectical behavior therapy is highly effective in reducing suicide risk and attempts among adolescents at risk. It is also effective in reducing and preventing self-harm among youths at risk. The data for the research was collected using questionnaires that were administered to determine outcome measures that included suicide attempts and non-suicidal self-injuries. The findings were presented using tables and charts. The analysis reveals that raising awareness of the children and youth at risk of suicide is an effective intervention for reducing and preventing suicide.	The findings of the study revealed that the suicide prevention program had a positive effect on suicide knowledge and attitude. Parents were able to identify at risk-children while teachers developed the desired leadership skills. Questionnaires were administered to collect data on outcome measures that included feasibility and effect of the suicide prevention program. The findings of the study were presented using tables and themes related to the study. Therefore, the analysis reveal the effectiveness of suicide prevention programs in increasing awareness and attitude of those at risk of suicide in secondary schools.
Conclusion	The authors concluded that intensive outpatient program for adolescents at risk of suicide are effective and feasible. However, future studies should incorporate randomized controlled trials to determine cost-effectiveness, level of intensity, and efficacy of the content of the program. Therefore, the program is appropriate for use in clinical settings to address the issue of suicide among children and the youth.	The authors concluded that dialectical behavior therapy is effective raising awareness and suicidal attempts among the youths at risk. However, future studies should consider the need for using larger sample sizes in randomized controlled trials to determine the effectiveness of the intervention. Research should also focus on other behavioral interventions and their effect on suicidal behaviors.	The suicide prevention program is effective in use in adolescents. Healthcare providers can utilize it in addressing the health needs of adolescents at risk of suicide. However, future studies should focus on testing the effect of the program on other settings, such as hospital and community settings.
References	The researchers cited 36 references. They include: Priebe S, Jones G, McCabe R, et al. Effectiveness and costs of acute day hospital treatment compared with conventional in-patient care: Randomised controlled trial. BJ Psych 2006;188:243–9. https://doi.org/10.1192/ bjp.188.3.243. Ostacher MJ, Nierenberg AA, Rabideau D, et al. A clinical measure of suicidal ideation, suicidal behavior, and associated symptoms in bipolar disorder: Psychometric properties of the Concise Health Risk Tracking Self-Report (CHRT-SR). J Psychiatr Res 2015;71:126–33. https://doi.org/10.1016/j.psychires.2015.10.004	The researchers cited 49 references. They include: Diamond G, Russon J, Levy S. Attachment-based family therapy: a review of the empirical support. Fam Process. 2016;55(3):595-610. doi:10.1111/famp.12241 . Linehan MM, Comtois KA, Brown MZ, Heard HL, Wagner A. Suicide Attempt Self-Injury Interview (SASII): development, reliability, and validity of a scale to assess suicide attempts and intentional self-injury. Psychol Assess. 2006;18(3):303-312. doi:10.1037/1040-3590.18.3.303	The researchers used 33 references. They include: Rodríguez M, Huertas IB. Suicide prevention in college students: A collaborative approach. Interam J Psychol. 2013;47(1):53-60 Lindquist-Grantz R. Youth participatory action research as a strategy for adolescent suicide prevention [Dissertation]. Cincinnati, OH: University of Cincinnati; 2017

References

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.