DNP 801 Week 7 Annotated Bibliography GCU

Grand Canyon University DNP 801 Week 7 Annotated Bibliography GCU-Step-By-Step Guide

This guide will demonstrate how to complete the DNP 801 Week 7 Annotated Bibliography GCU 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 Week 7 Annotated Bibliography GCU

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 801 Week 7 Annotated Bibliography GCU 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 Week 7 Annotated Bibliography GCU

The introduction for the Grand Canyon University DNP 801 Week 7 Annotated Bibliography GCU 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 Week 7 Annotated Bibliography GCU

After the introduction, move into the main part of the DNP 801 Week 7 Annotated Bibliography GCU 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 Week 7 Annotated Bibliography GCU

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 Week 7 Annotated Bibliography GCU

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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DNP 801 Week 7 Annotated Bibliography GCU

Teaching strategies play a critical role in delivering desired content to the learners. Therefore, an educator should be conversant with various teaching strategies that can be used to appropriately deliver educational content. In addition, an educator should be able to select the right strategy based on the content and the context (Majda et al.,2021). As such, the purpose of this assignment is to formulate an annotated bibliography with appropriate teaching strategies and their application to the practicum topic of incorporating cultural competence in patient-centered care.

Annotated Bibliography

Majda, A., Zalewska-Puchała, J., Bodys-Cupak, I., Kurowska, A., & Barzykowski, K. (2021). Evaluating the effectiveness of cultural education training: Cultural competence and cultural intelligence development among nursing students. International Journal of Environmental Research and Public Health, 18(8), 4002. https://doi.org/10.3390/ijerph18084002

This article by Majda et al. (2021) explores the impact of cultural education training delivered through lecture methods on the development of cultural competence and cultural intelligence among nursing students. The lecture method is a teaching strategy that is among the oldest teaching strategy where the teacher or instructor determines the nature or kind of knowledge content to be imparted to the students and delivers it; mostly, the teacher is the sole source of resources and information. The instructor delivers content matter by changing facial expressions, positions, and voice, using simple devices and using gestures. This source is relevant and accurate. It is relevant in that the researchers explored how the use of lectures as a teaching strategy would impact cultural competence among nursing students. The source is also accurate since it has been authored by experts in the field and is also peer-reviewed. This source is of high quality since it was experimental and it was conducted by established researchers.

Kim, Y., Kim, N., & Chae, M. (2021). Effects of flipped learning on nursing students: A mixed methods study. Japan Journal of Nursing Science, 18(3), e12425. https://doi.org/10.1111/jjns.12425

This is another source that describes flipped learning or flipped classrooms as a teaching strategy. Flipped learning or flipped classroom is a strategy where the instructor introduces the course material outside of class and in-class time. The material is pre-introduced to enable the learners to interact with the material earlier and enhance their understanding during class time. The strategy is relevant to the practicum topic since it enhances student learning and engagement by requiring that the learners complete readings before class to enhance problem-solving. According to this source, the use of flipped learning led to a significant improvement in academic co-regulation, self-regulation, and class participation, hence further showing its importance (Kim et al.,2021). This source is relevant since it shows the importance of flipped learning in improving knowledge among nursing students. It is also accurate as it has been published by licensed publishers. The source is of high quality since it has been authored by experts and is also peer-reviewed.

Koch, A., Ritz, M., Morrow, A., Grier, K., & McMillian-Bohler, J. M. (2021). Role-play simulation to teach nursing students how to provide culturally sensitive care to transgender patients. Nurse Education In Practice, 54, 103123. https://doi.org/10.1016/j.nepr.2021.103123

This article by Koch et al. (2021) reports the use of simulation as a teaching strategy on how to offer culturally sensitive care to transgender clients. Simulation as a teaching strategy is an approach that offers students a chance to practice learned skills in real-life situations. It places the learners in situations where they can actively solve problems that usually occur in real-life situations. This teaching strategy is relevant to the practicum topic since it can be used to enhance student knowledge by mimicking real-life situations which need cultural competence to solve. The source is relevant since it reports the efficacy of simulation in enhancing cultural competence. For example, upon the use of the strategy, students reported increased comfort and ability to communicate with transgender individuals, while the healthcare team members showed improved skills upon completing the simulation. The source is accurate since it has been published by an authorized journal. The source is also a high-quality source since it is a peer-review source.

Lin, M. H., & Hsu, H. C. (2020). Effects of a cultural competence education programme on clinical nurses: A randomised controlled trial. Nurse Education Today, 88, 104385. https://doi.org/10.1016/j.nedt.2020.104385

The article by Lin and Hsu (2020) reports an educational program that mainly focused on role-play as a teaching strategy. Role play refers to a case where the students or learners are assigned some roles. They then act on such roles through scripted play. Such roles can be individual role play which involves one-to-one or a group play role. This strategy can be applied to the practicum topic as it can be used to make learners assume the roles of individuals involved in a care action that requires cultural sensitivity. Such an approach will enhance their understanding. This source is accurate since it has been published by a journal authorized to publish scientific findings. It is also relevant since it touches on cultural sensitivity and cultural competence in the care environment. The source is also of good quality since it is a peer-reviewed article.

Leidl, D. M., Ritchie, L., & Moslemi, N. (2020). Blended learning in undergraduate nursing education–A scoping review. Nurse Education Today, 86, 104318. https://doi.org/10.1016/j.nedt.2019.104318

Another teaching strategy that can be used is blended learning. Leidl et al. (2020) reported the efficacy and use of blended learning in undergraduate education. One of the aspects reported in this source is that the strategy has been effective in teaching cultural competence. Blended learning is a strategy that involves the use of digital approaches combined with best practices in the learning environment. In some cases, face-to-face teaching and digital approach may be alternated following a formulated schedule. This strategy is also applicable to the practicum topic since the use of videos can be integrated into educational programs to enhance learning. For example, videos showing aspects of cultural competencies can be used in the classroom to help the student have a better grasp of the ideas and concepts related to cultural competencies. This source is relevant since it discusses the use of blended learning to teach various nursing concepts, such as cultural competence. The source is also accurate since it has been published by an authorized journal; in addition, it is also of high quality since it is a peer-reviewed source.

Beierwaltes, P., Clisbee, D., & Eggenberger, S. K. (2020). An educational intervention incorporating digital storytelling to implement family nursing practice in acute care settings. Journal of Family Nursing, 26(3), 213-228. https://doi.org/10.1177/1074840720935462

Another important teaching strategy is storytelling. This source, authored by Beierwaltes et al. (2020), explored the incorporation of digital storytelling in family nursing practice to teach various concepts such as cultural competence. Storytelling as a teaching strategy is an approach where the instructor creates real-world situations and characters which the students may come across in the clinical setting. As such, this strategy is applicable to the practicum topic since it can enable the learners to get connected to the characters and apply the family stories dealing with cultural competence. This article is relevant since it presents the efficacy of storytelling in impacting appropriate knowledge among nurses. The source is also accurate since it has been published by authorized publishers. The quality of the source is also high as it is a peer-review source.

Conclusion

Teaching strategies play a key role in delivering the intended content when appropriately applied or used. Therefore, this write-up has explored various teaching strategies that can be applied to the practicum topic. The explored methods include lecturers, flipped classrooms, simulations, storytelling, role-play, and blended learning. These strategies can be applied appropriately in the practicum settings to help deliver the content and help the nurses learn to be more culturally competent when offering care to patients in the patient care settings.

References

Kim, Y., Kim, N., & Chae, M. (2021). Effects of flipped learning on nursing students: A mixed methods study. Japan Journal of Nursing Science, 18(3), e12425. https://doi.org/10.1111/jjns.12425

In the previous assignment, learners identified primary quantitative research for their PICOT-D question and intervention. The purpose of this assignment is to create an annotated bibliography to inform on the relevance of the selected articles and to present the final primary quantitative research for your future DPI Project (based on the PICOT-D question).
General Requirements:
• Refer to the “Literature Evaluation Table” completed in your Topic 4 assignment.
• Refer to “Preparing Annotated Bibliographies” resource, located in the Student Success Center for assistance in completing this assignment. This resource provides criteria for other types of scholarly writing, so make sure you follow the APA style criteria.
• A minimum of five primary quantitative research articles, published within 5 years of your anticipated graduation date, are required to complete this assignment.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
• Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.
Directions:
For this assignment, create an annotated bibliography (APA 7th) to inform the reader on the six primary quantitative research articles identified on your “Literature Evaluation Table.” Include the following:
1. If any of the five original articles submitted on your “Literature Evaluation Table” fail to meet the required criteria, or if you have been instructed to replace or revise the articles, make these changes prior to beginning this assignment. Two of the five articles must provide direct support for your proposed intervention.
2. For each annotation, concisely discuss your evaluation of the article’s quality, accuracy, and relevance to your PICOT-D. When discussing relevance, explain how the research directly supports the PICOT-D question or intervention.
3. Attach the updated “Literature Evaluation Table” to an appendix in your paper.
4. Annotated Bibliography – Rubric
5. Collapse All Annotated Bibliography – RubricCollapse All
6. Annotation for Each Article
7. 55 points
8. Criteria Description
9. Concise; discusses evaluation of the quality, accuracy and relevance of each article to PICOT-D; explanation for how research directly supports PICOT-D or intervention.
10. 5. Target
11. 55 points
12. Each annotation is concise and well-organized. The evaluation of the quality, accuracy, and relevance of each article to the PICOT-D is accurate and informative. A clear explanation for how research from each article directly supports the PICOT-D or intervention is presented. At least two articles provide strong support for the intervention.
13. 4. Acceptable
14. 50.6 points
15. Overall, the annotations are concise. The evaluation of the quality, accuracy, and relevance of each article to the PICOT-D is informative. An explanation for how research from each article directly supports the PICOT-D or intervention is presented. At least two articles provide support for the intervention.
16. 3. Approaching
17. 48.4 points
18. Some of the annotations are wordy. The evaluations of the quality, accuracy, and relevance of the articles to the PICOT-D are generally informative. How research from each article supports the PICOT-D or intervention is outlined. At least two articles relate to the intervention. There are some inaccuracies.
19. 2. Insufficient
20. 44 points
21. The annotations are presented, but do not concisely or accurately inform on the quality, accuracy, and relevance of the articles to the PICOT-D. It is unclear how the research from articles supports the PICOT-D or intervention.
22. 1. Unsatisfactory
23. 0 points
24. Fewer than five articles are annotated. The annotations presented are incomplete or do not inform on how the articles relate to the PICOT-D or intervention.
25. Primary Quantitative Research
26. 16.5 points
27. Criteria Description
28. Meets criteria for primary quantitative research; published within 5 years of anticipated graduation date; working links are provided for each article.
29. 5. Target
30. 16.5 points
31. Five primary quantitative research articles, published within 5 years of the anticipated graduation date, are presented. All five articles meet the criteria for primary research on the Levels of Evidence chart.
32. 4. Acceptable
33. 15.18 points
34. Five primary quantitative research articles, published within 5 years of the anticipated graduation date, meet the criteria for primary research on the Levels of Evidence chart.
35. 3. Approaching
36. 14.52 points
37. Four primary quantitative research articles, published within 5 years of the anticipated graduation date, meet the criteria for primary research on the Levels of Evidence chart.
38. 2. Insufficient
39. 13.2 points
40. Three primary quantitative research articles, published within 5 years of the anticipated graduation date, are presented and meet the criteria for primary research on the Levels of Evidence chart.
41. 1. Unsatisfactory
42. 0 points
43. Fewer than three articles meet the specified criteria.
44. Literature Evaluation Table
45. 5.5 points
46. Criteria Description
47. Includes an evaluation of the selected articles for the annotated bibliography; attached as an appendix to the paper.
48. 5. Target
49. 5.5 points
50. The Literature Evaluation Table includes the selected articles for the annotated bibliography. The document is attached as an appendix to the paper.
51. 4. Acceptable
52. 5.06 points

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53. NA
54. 3. Approaching
55. 4.84 points
56. NA
57. 2. Insufficient
58. 4.4 points
59. The Literature Evaluation Table does not include the selected articles for the annotated bibliography. The document is attached but not as an appendix to the paper.
60. 1. Unsatisfactory
61. 0 points
62. The Literature Evaluation Table is omitted.
63. Paper Format
64. 11 points
65. Criteria Description
66. Includes the use of appropriate style for the major and assignment.
67. 5. Target
68. 11 points
69. All format elements are correct.
70. 4. Acceptable
71. 10.12 points
72. Template is fully used; there are virtually no errors in formatting style.
73. 3. Approaching
74. 9.68 points
75. Template is used and formatting is correct, although some minor errors may be present.
76. 2. Insufficient
77. 8.8 points
78. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
79. 1. Unsatisfactory
80. 0 points
81. Template is not used appropriately, or documentation format is rarely followed correctly.
82. Mechanics of Writing
83. 11 points
84. Criteria Description
85. Includes spelling, punctuation, grammar, and language use.
86. 5. Target
87. 11 points
88. The writer is clearly in command of standard, written, academic English.
89. 4. Acceptable
90. 10.12 points
91. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
92. 3. Approaching
93. 9.68 points
94. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
95. 2. Insufficient
96. 8.8 points
97. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct, but not varied.
98. 1. Unsatisfactory
99. 0 points
100. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.
101. Documentation of Sources
102. 11 points
103. Criteria Description
104. Includes citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.
105. 5. Target
106. 11 points
107. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of errors.
108. 4. Acceptable
109. 10.12 points
110. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
111. 3. Approaching
112. 9.68 points
113. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
114. 2. Insufficient
115. 8.8 points
116. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
117. 1. Unsatisfactory
118. 0 points
119. Sources are not documented.
120. Total 110 points