DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you

DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you

Grand Canyon University DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you-Step-By-Step Guide

 

This guide will demonstrate how to complete the Grand Canyon University DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  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 DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  

 

Whether one passes or fails an academic assignment such as the Grand Canyon University DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  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 DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  

The introduction for the Grand Canyon University DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  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 DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  

 

After the introduction, move into the main part of the DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  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 DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  

 

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 DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you  

 

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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Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW. 

 

NUR 513 Topic 6 Discussion 2

DQ You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you

My next course of action is to explain to my classmate that his actions is considered as an act of plagiarism which is against GCU policy. Using the work of another without properly citing the source is commonly referred to as plagiarism (GCU, n.d.). This action is disregarding the work and ideas of the original author. In layman’s term this can be called as “stealing” of an intellectual property because you are giving an impression to the reader that you are the original source of that idea. I will tell my classmate that he can borrow ideas from other sources if he can make the proper citations. In fact, when you use citations it makes your overall essay more appealing because the reader is able to determine that your ideas are supported by other authors.

There are methods in place for students to utilize in order to prevent plagiarism and avoid red flags. One that is particularly being used at Grand Canyon University is called LopesWrite. By using LopesWrite’s originality checker, occurrence of plagiarism and academic dishonesty is prevented (GCU, n.d.). If the reason for my classmate’s actions is due to difficulty managing citations, I will suggest programs that can help him. The Refworks tool can export citations directly from most GCU databases while the Endnote tool can help import citations from many GCU databases (GCU, n.d.).

In summary, Plagiarism affects the integrity of the individual and the university. The university gets discredited and can have a bad reputation (GCU, n.d). Also, if others will see that it was done by a registered nurse, the nursing profession can suffer from the stigma that nurses are cheaters. At worst, you may even be branded as unworthy of the profession. It is therefore not worth the risk plagiarizing other people’s work. According to the speaker from one of the segments in the video entitled, Information Literacy: Perils of Online Research, plagiarism can be used as a reason for getting expelled in school and receive a failing grade. This can potentially destroy your dream towards a successful career. If a student is uncertain, it is best to seek advice from professors regarding proper ways of citing sources. As graduate students, due diligence in proofreading one’s work is expected.

References

Grand Canyon University (GCU). (n.d.). Academic intergrity. Grand Canyon University Library. https://students.gcu.edu/academics/academic-integrity.php

Grand Canyon University (GCU). (n.d.). Refworks & endnote: Refworks & endnote login. Grand Canyon University Library. https://libguides.gcu.edu/refworksandendnote

Cambridge Educational. (2006). Information literacy: The perils of online research. Grand Canyon University Library.https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=35675

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: DQ: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you

I do agree with you that plagiarism is considered a serious academic offence and has far reaching effects to the individual and taints the reputation of the institution. It is the responsibility of the students to ensure that they properly cite and acknowledge the work of other scholars that has been used in their research work. Institutions have proper framework in place to ensure that students check through their work and incase of any plagiarism the red flags are raised to help safeguard the integrity of the institution (Jereb et al., 2018). The individual whose work is found to be plagiarized can lose his academic status at universities and this can even curtail their profession, while students who are still at the university risk being discontinued or failing in their courses. The concept of plagiarism in scholarly work has existed for centuries, however with the advancement in technology it has aggravated this matter and any researcher can access other scholarly works from the specific databases hence increased chances of plagiarism (Gasparyan et al., 2017). However, the use of technology has also helped in detection of plagiarism.

References

Gasparyan, A. Y., Nurmashev, B., Seksenbayev, B., Trukhachev, V. I., Kostyukova, E. I., & Kitas, G. D. (2017). Plagiarism in the Context of Education and Evolving Detection Strategies. Journal of Korean Medical Science, 32(8), 1220. https://doi.org/10.3346/jkms.2017.32.8.1220

Jereb, E., Perc, M., Lämmlein, B., Jerebic, J., Urh, M., Podbregar, I., & Šprajc, P. (2018). Factors influencing plagiarism in higher education: A comparison of German and Slovene students. PLOS ONE, 13(8), e0202252. https://doi.org/10.1371/journal.pone.0202252

 

When one is evaluating or critically analyzing research, something to look for is whether the information is well researched and supported by evidence (Cornell University Library, 2020). If I were faced with a situation where a classmate did not cite properly or at all in an evidence based practice (EBP) paper I would try to explain the importance of citing the sources correctly to support the information contained within. Without properly cited sources one should assume that the author is just stating his/her opinion. I would also refer the student to the assignment rubric which states all sources need to be cited properly for full credit. I would also refer them to the school’s plagiarism policy which states that using materials from any source without giving proper credit is cheating and punishment can include expulsion from the institution. “At GCU, we encourage students to develop practices that support academic integrity … and respecting the ideas of others by utilizing proper citations and references. It is the responsibility of all GCU students to be familiar with the specific policies pertaining to student conduct and academic integrity that are outlined in the University Policy Handbook” (Grand Canyon University, n.d.). Theodore Roosevelt said “nothing in the world is worth having or worth doing unless it means effort, pain, difficulty… I have never in my life envied a human being who led an easy life” (All Great Quotes, n.d.). I would tell the student that if they are not doing the assignment properly, they are not getting the benefit of learning the information. If the student is alright with that, then maybe they should not be attending the institution because it will be waste of time and money.

 

All Great Quotes. (n.d.). Worth Doing Quotes. Retrieved on March 30, 2021 from https://www.allgreatquotes.com/topics/worth-doing/

Cornell University Library. (2020, December 3). Critically Analyzing Information Sources: Critical Appraisal and Analysis. Retrieved on April 2, 2021 from https://guides.library.cornell.edu/critically_analyzing

Grand Canyon University. (n.d.). Academic Integrity. Student Success Center. Retrieved on March 30, 2021 from https://www.gcumedia.com/lms-resources/student-success-center/v3.1/#/tools/academic-integrity

I do agree with your advice that for one to complete his/her evidence-based research paper is important to go through the rubric and understand the concept of proper citation. The citation is key to acknowledge the original owner of the content or ideas used in the research paper. It is imperative for the students and scholars alike to incorporate the ethical standards of academic and research work so as to be authentic and promote the generation of new ideas, knowledge and concepts (Memon & Mavrinac, 2020). I do agree with you that institutions of higher learning also have a responsibility of ensuring that the students are well informed of the rules and regulations that govern the students code of conduct in terms of their research work and writing. Each institution has a handbook of guidelines to help the students know the school policies towards academic research and plagiarism (Foltýnek et al., 2019). The Grand Canyon University has strict regulations regarding academic research writing and all the work is passed through the Lopewrite originality checker that helps to check through the student’s work to detect any form of plagiarism.

Evidence-based practice projects propose interventions to improve health outcomes. Typically, they demonstrate how previous research supports the proposed project and expected outcomes if implemented effectively. However, there are various guidelines nursing students using external research must adhere to. Failure to follow these guidelines bleaches academic integrity, which defines how research information is used.

An EBP project incorrectly cited, or some sections not cited at all denote plagiarism. In nursing education and health research, plagiarism bleaches the principles of academic integrity since it involves using others’ information without giving credit (Carter et al., 2019; Goodwin & McCarthy, 2020). Such information could be ideas, theories, and facts about phenomena. The best way to approach my classmate would be to make them understand what the misconduct entails while discussing how to avoid it. Fadlalmola et al. (2022) depicted plagiarism as academic dishonesty, which violates research ethics. As a result, the classmate should be convinced that failure to credit external information is unethical and violates academic values. It can be avoided by paraphrasing information and citing it correctly.

Students involved in academic dishonesty should also understand its implications on the credibility and integrity of the individual, university, and profession. To the individual, plagiarism denotes academic theft, implying that those involved cannot promote proper values in practice (Bretag, 2020). Learning institutions are obliged to promote academic theft by punishing individuals involved in such practices. Repercussions include cancelled grades, course failure, or suspension. Therefore, the university’s reputation could be significantly damaged if scholars from other institutions access such a project. The nursing profession should also be committed to ensuring that only those who adhere to the expected ethical standards are allowed to practice. As a result, such a project violates the basic principles of nursing integrity, where honesty and reputable character are highly valued.

 

 

References

Bretag, T. (Ed.). (2020). A research agenda for academic integrity. Edward Elgar Publishing.

Carter, H., Hussey, J., & Forehand, J. W. (2019). Plagiarism in nursing education and the ethical implications in practice. Heliyon, 5(3), e01350. https://doi.org/10.1016/j.heliyon.2019.e01350

Fadlalmola, H. A., Elhusein, A. M., Swamy, D. V., Hussein, M. K., Mamanao, D. M., & Mohamedsalih, W. E. (2022). Plagiarism among nursing students: a systematic review and meta‐analysis. International Nursing Review, 69(4), 492-502. https://doi.org/10.1111/inr.12755

Goodwin, J., & McCarthy, J. (2020). Explaining plagiarism for nursing students: an educational tool. Teaching and Learning in Nursing, 15(3), 198-203. https://doi.org/10.1016/j.teln.2020.03.004