NR701 Application of Analytic Methods
Week 6assignment
PICOT/Evidence Table Assignment
The purpose of this assignment is twofold. First, the
student will share their PICOT question and provide elaboration on its key
components, as well as examine its feasibility as a future DNP Project. Additionally,
this assignment provides the student an opportunity to critically appraise
selected literary evidence, using a systematic template. This will serve as the
foundation for building an evidence table to further develop their future DNP
Project.
Findings show that religious engagement among students declines during college, but their spirituality shows substantial growth. “Students become more caring, more tolerant, more connected with others, and more actively engaged in a spiritual quest.” (“Cultivating the Spirit – Spirituality in Higher Education”) The authors also found that spiritual growth enhances other outcomes, such as academic performance, psychological well-being, leadership development, and satisfaction with college. The study also identified a number of college activities that contribute to students’ spiritual growth. Some of these–study abroad, interdisciplinary studies, and service learning–appear to be effective because they expose students to new and diverse people, cultures, and ideas. Spiritual development is also enhanced if students engage in “inner work” through activities such as meditation or self-reflection, or if their professors actively encourage them to explore questions of meaning and purpose. (“Cultivating the Spirit – Spirituality in Higher (Alexander W, 2010)”). By raising public awareness of the key role that spirituality plays in student learning and development, by alerting academic administrators, faculty, and curriculum committees to the importance of spiritual development, and by identifying strategies for enhancing that development, this work encourages institutions to give greater priority to these spiritual aspects of students’ educational and professional development
Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO 1: Formulate and refine clinical research questions
relevant to advanced practice nursing. (PO #3)
CO 4: Compare and contrast differences and similarities with
selected characteristics of qualitative and quantitative research designs. (PO
#3)
CO 9: Differentiate between quality improvement, system
change, research, and/or evidence-based practice initiatives. (PO #5)
CO 10: Employ an evidence-based practice model for quality
improvement. (PO #5)
GENERAL DIRECTIONS
1. You will
submit one (1) paper as part of this assignment; however, there are two
components of the assignment:
a. PICOT
(written/narrative)
b. Evidence
Table
2. Your
scholarly paper must follow APA format. Include a cover page and headings per
6th edition APA guidelines.
a. Download
and use the Week 6 PICOT/Evidence Table Template provided for you, which is
located in Course Resources.
PICOT (WRITTEN/NARRATIVE):
3. The PICOT
(written/narrative) Component of the assignment should be no more than 5-7
pages (not including the title or references pages; nor the Evidence Table).
4. Include
the following components in the PICOT part of your scholarly paper:
a. Title
Page
b. Introduction
c. Problem
Statement
d. PICOT Question
i. Population
of Interest
ii. Intervention
of Interest
iii. Comparison
of Interest
iv. Outcome
of Interest
v. Timeframe
e. Project
Planning
i. Organizational
Support
ii. Project
Feasibility
iii. Resources
Needed
f. Evidence
Summary
g. Conclusion
h. References
Page* (see #5 below)
5. The PICOT
component of the assignment (does not include the Evidence Table) must be no
more than 5- 7 pages in length (not including the cover page or references
page).
EVIDENCE TABLE:
6. *Following
the References Page, the Evidence Table part of the assignment is to be filled
out in its entirety.
a. Identify
a minimum of five original research studies from the literature review begun in
NR700 to build a literature review for your project proposal.
i. Note
all articles must be contemporary in nature (no more than 5 years old).
b. To
complete this assignment, you may again need to access to the following
databases: CINAHL, MEDLINE, Cochrane Library, and the Joanna Briggs Institute.
i. You may
access these databases through the Chamberlain College of Nursing Online
Library. When clicked, it reveals a list of “Tools” or PDFs on how to
do conduct various searches of the required databases (CINAHL, MEDLINE,
Cochrane, and JBI) through the portals (EBSCO and OVID) provided. This effort
should have begun in NR700 with the development of the annotated bibliography.
7. All
Chamberlain College of Nursing policies related to plagiarism must be observed.
8. Post
questions about this assignment to the weekly Q & A Forum.
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion (50 points, Weeks 1–7; 25 points, Week 8) | 375 | 37.5% |
| Shared Governance Model Paper (Week 3) | 200 | 20% |
| Management of Power Paper (Week 5) | 200 | 20% |
| Executive Summary (Week 7) | 225 | 22.5% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.