NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
Regis University NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles-Step-By-Step Guide
This guide will demonstrate how to complete the Regis University NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles 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 NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
Whether one passes or fails an academic assignment such as the Regis University NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles 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 NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
The introduction for the Regis University NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles 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 NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
After the introduction, move into the main part of the NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles 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 NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
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 NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
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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Read at least three scholarly articles on nursing and leadership styles. Summarize and critically analyze each article separately (250–300 words for each article’s annotated bibliography).
For each article, determine the following:
Comprehension: Select a scholarly research or other article on the assigned topic and introduce the article in your own words.
Application: Apply the research findings or article content to course concepts.
Analysis: Provide objective and subjective analysis of the article.
Evaluation: Summarize the value of the content to nursing leadership and nursing.
Sample Answer for NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
The study explored elements required by the nursing students to apply the EBP knowledge in the clinical setting. The study indicates the need to focus on the teaching for a sense of salience rather than focusing on the knowledge de-contextualization. The knowledge acquired from the class must be made meaningful to the clinical setting and transform the attitudes and perceptions of the learners on various health practices and outcomes. Also, the teachers should create a conducive environment for interaction with their learners and equip them to think critically. On the other hand, the study also highlights the challenges that could hinder education facilitation. The main barrier is the lack of power that the students experience in the clinical setting to influence their practices. The study is relevant in this case because it helps in a better understanding of the education strategies and how their application varies from one setting to another. Furthermore, the source offers quality data relevant to the study.
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103-117. https://doi.org/10.3946/kjme.2020.159
The study highlights the various experiences for the nursing students on clinical experience. Furthermore, it identifies the measures that students can employ to promote and sustain the level of engagement in the EBP teaching process. Student engagement is important in the teaching process; therefore, the instructors must devise the most appropriate methods of keeping their learners engaged and interested in the course. The study also highlights the progress that has been made in the development of teaching strategies and their dynamics. Furthermore, the study highlights the importance of technology-based education and how nursing students can apply them in the clinical experience. The study finding is relevant as they help in further understanding the significance of having a better teaching strategy on the learner’s outcome. The article provides detailed and quality data that equips one for better clinical experiences.
Horntvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
The study explored the strategies for teaching evidence-based practices. Evidence-based practices have become a common and important approach to addressing the healthcare needs such as the increasing incidences of obesity among others. The study reports the interactive teaching method as more effective in achieving health outcomes among the targeted populations. Some of the learning outcomes linked with the interactive teaching strategy include improving critical thinking and analytical skills. The article is relevant for this study because it helps in understanding the role of interactive learning in promoting better patient education outcomes. The goal of patient education is to empower them with self-care skills; however, they must always consult their healthcare providers in every decision they make. The study provides information useful in understanding the approaches to evaluate the teaching outcomes among the patients; both direct and indirect methods.
Iquize, R. C., Theodoro, F. C., Carvalho, K. A., Oliveira, M. D., Barros, J. D., & Silva, A. R. (2017). Educational practices in diabetic patient and perspective of health professional: A systematic review. Jornal Brasileiro de Nefrologia, 39(2). https://doi.org/10.5935/0101-2800.20170034
The study analyzed the implications of nursing education to diabetic patients and so contributes significantly to clinical practice knowledge. The study also emphasized the need for self-management education for diabetic patients to minimize their hospital visits and admission. Nurses interact regularly with the patients and so have a critical role in educating the patients with the necessary information. Besides, the EBP practices involve community health awareness programs aiming at reducing the disease burdens among the populations. The nurses must be able to transform their learning experiences into practical applications. The study is relevant because it highlights the dynamics nurses encounter in clinical practices and how to address them and provide appropriate education to the learners.
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Jack, B. A., Kinloch, K., & O’Brien, M. R. (2019). Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care. Journal of Clinical Nursing, 28(9-10), 1819-1828. https://doi.org/10.1111/jocn.14786
The study explored the perception of the nurses on the strategies developed to equip them with the knowledge to teach end-of-life care. The study highlights that nurses may lack specific education development to equip them with teaching skills. The study also indicated that adequate preparations give the learners the confidence to disseminate knowledge appropriately to learners. While the study focuses on teaching end-of-life education, it is still relevant to the current setting which focuses on diabetes, a chronic illness. Adequately prepared nurses will deliver effective teaching to their learners during the clinical practice. Additionally, the study highlights the importance of analyzing the learner’s characteristics in identifying the most appropriate teaching strategy. For example, teaching for the adults will automatically differ from the strategy employed among the children. The study provides accurate and reliable data that will help in better understanding the teaching strategies during clinical practice.
Manjula, G. B. (2018). Nursing students’ perception of the clinical learning environment: A qualitative study. International Journal of Nursing Education and Research, 6(3), 250. https://doi.org/10.5958/2454-2660.2018.00059.5
The study indicates clinical learning as an important aspect of nursing education. Exposure to the clinical environment allows the learners to apply the theoretical knowledge into real practice. Furthermore, the study identifies challenges in the clinical learning environment. The study highlights ineffective communication, emotional reactions, and inadequate readiness as the major factors that hinder the effectiveness of clinical teaching. The study is relevant because it provides data on the possible challenges likely to be encountered in clinical practices and how to address them. Proper preparation among the teachers facilitates learning and better outcomes among learners in the clinical set-up. Furthermore, the nurses must be confident and possess adequate knowledge on the topic of focus. The data provided is accurate and will enhance the teaching of proper lifestyle strategies and reduce the burden of obesity among the population.
Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA Gesondheid, 23. https://doi.org/10.4102/hsag.v23i0.1177
The study explored the role of the nurse educator in promoting the quality of health outcomes. Furthermore, it provides an insight into the educators’ experiences on the implementation of EBP and defines the significance of the education in the treatment outcomes. The study reinforced the importance of being supportive and positive towards the EBP education and learning process. The study indicates that EBP is important; however, the nurses must also ensure that they offer high-quality education and equip the patients with self-care competencies. The article is relevant in this study because they help in understanding the role of nursing education and strategies to use in ensuring the most effective method. Applying the correct teaching strategies ensures better outcomes in the realization of the goals.
Najafi Kalyani, M., Jamshidi, N., Molazem, Z., Torabizadeh, C., & Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open, 9(7), e028052. https://doi.org/10.1136/bmjopen-2018-028052
The study explores the experiences of nurses to clinical experiences and how they responded to them. Understanding the patients’ health needs guides the nurses to provide customized care to their patients. The increasing incidences of diabetes and obesity among the population are linked to the low level of awareness and knowledge on the need to live healthily and engage in regular physical exercise. The article is relevant for this study as it provides relevant data on how nurses can improve the teaching approaches and realize better outcomes. The data provides are also accurate since the author presents various supporting information to justify the claims.
Westerdahl, F., Carlson, E., Wennick, A., & Borglin, G. (2020). Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: A scoping review protocol. BMJ Open, 10(1), e033214. https://doi.org/10.1136/bmjopen-2019-033214
The purpose of the study was to analyze the role of the critical thinking application for nursing students in academic and clinical contexts. The study indicates that teaching strategies must be consistent with the learning environment. Also, the approach should promote critical thinking rather than forcing the learners to cram the information they receive. The study high-lights critical thinking as an important tenet in nursing problem-solving. The teaching for the students may be different considering that the learning outcomes are different. Therefore, the current study helps in understanding how the nursing graduates can apply their learning experiences in teaching their patients on various topics. In this case, the focus is on reducing the burden of obesity among the population.
Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54-57. https://doi.org/10.1016/j.cnre.2016.06.002
The study explores various teaching strategies and their significance in the teaching paradigm. Selecting an appropriate teaching approach provides the most beneficial outcomes to the patients. Some of the teaching strategies include lecture, high-fidelity simulation, concept mapping, and online courses among others. Concept mapping stood out as one of the teaching strategies that promote positive outcomes. The approach allows the learners to think critically about problems and develop an appropriate solution. Furthermore, the study states that teachers should use realistic scenarios when providing nursing education. The study is relevant for this research because it provides information on the various teaching strategies and their significance. The information provided in the article is supported by sufficient evidence thus making it reliable. Clear illustrations with auspicious examples are provided to illustrate the applicability of the various teaching strategies.
References
Fiset, V. J., Graham, I. D., & Davies, B. L. (2017). Evidence-based practice in clinical nursing education: A scoping review. Journal of Nursing Education, 56(9), 534-541. https://doi.org/10.3928/01484834-20170817-04
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103-117. https://doi.org/10.3946/kjme.2020.159
Horntvedt, M. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
Iquize, R. C., Theodoro, F. C., Carvalho, K. A., Oliveira, M. D., Barros, J. D., & Silva, A. R. (2017). Educational practices in diabetic patient and perspective of health professional: A systematic review. Jornal Brasileiro de Nefrologia, 39(2). https://doi.org/10.5935/0101-2800.20170034
Jack, B. A., Kinloch, K., & O’Brien, M. R. (2019). Teaching nurses to teach: A qualitative study of nurses’ perceptions of the impact of education and skills training to prepare them to teach end‐of‐life care. Journal of Clinical Nursing, 28(9-10), 1819-1828. https://doi.org/10.1111/jocn.14786
Manjula, G. B. (2018). Nursing students’ perception of the clinical learning environment: A qualitative study. International Journal of Nursing Education and Research, 6(3), 250. https://doi.org/10.5958/2454-2660.2018.00059.5
Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA Gesondheid, 23. https://doi.org/10.4102/hsag.v23i0.1177
Najafi Kalyani, M., Jamshidi, N., Molazem, Z., Torabizadeh, C., & Sharif, F. (2019). How do nursing students experience the clinical learning environment and respond to their experiences? A qualitative study. BMJ Open, 9(7), e028052. https://doi.org/10.1136/bmjopen-2018-028052
Westerdahl, F., Carlson, E., Wennick, A., & Borglin, G. (2020). Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: A scoping review protocol. BMJ Open, 10(1), e033214. https://doi.org/10.1136/bmjopen-2019-033214
Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54-57. https://doi.org/10.1016/j.cnre.2016.06.002
Sample Answer 2 for NU 605- Week 2 Assignment Annotated Bibliography Nursing and Leadership Styles
Opiate overdose has consistently increased in the last decades and is currently an epidemic. Indeed, deaths due to overdose have more than tripled in the last two decades, with close to 75% of such deaths involving opioids (Singh et al.,2019). Therefore, there is always a need to use better means to control the problem. The coming of the covid-19 pandemic brought various challenges related to the opiate overdose crisis. Therefore, the purpose of this assignment is to create a qualitative annotated bibliography regarding the identified issue, which was the opiate overdose crisis in the wake of covid-19 pandemic.
Annotated Bibliography
Lockard, R., Priest, K. C., Gregg, J., & Buchheit, B. M. (2022). A qualitative study of patient experiences with telemedicine opioid use disorder treatment during COVID-19. Substance Abuse, 43(1), 1155-1162. https://doi.org/10.1080/08897077.2022.2060447
This article was authored with the major aim of qualitatively exploring the gains and losses made in virtual patient engagements for individuals with opioid use disorder during the covid-19 pandemic. This scope of the study covered patients who have encountered an opioid overdose crisis. The study was conducted in such a way that patients would be part of the study if they got care at the Harm reduction and Bridges to Care clinic and used virtual consultations during the study period. Semi-structured interviews were used in the research and given to the research subjects. Dual coding was also done to the interviews, and analysis was accomplished through direct content analysis. The results obtained revealed various aspects that support the identified problem. For example, the patient indicated that the virtual visits were a critical and valuable option for getting the services they needed during the covid-19 pandemic. Some participants preferred face-to-face engagements, while others preferred virtual ones. So virtual visits played a key role in the management of the problem during the pandemic. One of the possible biases of the research includes the limited number of study participants. The researchers observed that the patient was for flexibility regarding the choices they make on the engagement modality.
Galarneau, L. R., Hilburt, J., O’Neill, Z. R., Buxton, J. A., Scheuermeyer, F. X., Dong, K., … & Kestler, A. (2021). Experiences of people with opioid use disorder during the COVID-19 pandemic: A qualitative study. PLoS One, 16(7), e0255396. https://doi.org/10.1371/journal.pone.0255396.
This research was done with the main purpose of exploring the experiences of individuals experiencing opioid overdose during the Covid-19 pandemic so that better programs that serve them could be formulated. The scope of the project entailed obtaining the participants’ views and experiences. This research was done using semi-structured qualitative interviews based on the grounded theory. The researchers carried out the interviews to reach theme saturation, upon which the emerging themes codebook was created. A total of nineteen participants were recruited to take part in the study. The study findings are also significant and contribute to the subject under consideration. For example, the participants noted that the fear connected to covid-19 led to a reluctance to help reverse the overdose. Some also engaged in more overdose and frequent use to help replace the activities they could not do due to the pandemic. One of the shortcomings is the potential lack of generalizability. The researchers concluded that covid-19 pandemic had a substantial impact on patients engaging in overdose. This research lends evidence to support the identified problem since it shows that covid-19 impacted negatively on efforts used in fighting the opiate overdose crisis.
Conclusion
Opiate overdose crisis impact negatively on individuals’ lives, hence a need to use better strategies for managing. The articles explored showed that covid-19 brought challenges to the efforts used in fighting the issue. Even though telehealth was used, it can not be as effective as face-to-face engagement.
References
Galarneau, L. R., Hilburt, J., O’Neill, Z. R., Buxton, J. A., Scheuermeyer, F. X., Dong, K., … & Kestler, A. (2021). Experiences of people with opioid use disorder during the COVID-19 pandemic: A qualitative study. PLoS One, 16(7), e0255396. https://doi.org/10.1371/journal.pone.0255396.
Lockard, R., Priest, K. C., Gregg, J., & Buchheit, B. M. (2022). A qualitative study of patient experiences with telemedicine opioid use disorder treatment during COVID-19. Substance Abuse, 43(1), 1155-1162. https://doi.org/10.1080/08897077.2022.2060447
Singh, G. K., Kim, I. E., Girmay, M., Perry, C., Daus, G. P., Vedamuthu, I. P., … & Allender, M. (2019). Opioid epidemic in the United States: empirical trends, and a literature review of social determinants and epidemiological, pain management, and treatment patterns. International Journal of Maternal and Child Health and AIDS, 8(2), 89. https://doi.org/10.21106%2Fijma.284
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.
Also Check Out: NU 605 Concepts in Nursing Leadership Week 1 Assignment Leadership Analysis
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.