NUR 513 Discussion Finding and Evaluating Evidence
Grand Canyon University NUR 513 Discussion Finding and Evaluating Evidence– Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NUR 513 Discussion Finding and Evaluating Evidence 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 NUR 513 Discussion Finding and Evaluating Evidence
Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 513 Discussion Finding and Evaluating Evidence 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 NUR 513 Discussion Finding and Evaluating Evidence
The introduction for the Grand Canyon University NUR 513 Discussion Finding and Evaluating Evidence 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 NUR 513 Discussion Finding and Evaluating Evidence
After the introduction, move into the main part of the NUR 513 Discussion Finding and Evaluating Evidence 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 NUR 513 Discussion Finding and Evaluating Evidence
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 NUR 513 Discussion Finding and Evaluating Evidence
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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This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
Using key words from the compelling clinical question you developed in Module 1, perform a preliminary literature search for relevant articles, applying the information in Chapter 3 of Melnyk & Fineout- Overholt (2019). Complete either the quantitativePreview the document [XLSX, file size 21 KB] or qualitativePreview the document [XLSX, file size 21 KB] Research Score Card for one of the articles. This search will begin building the external evidence you need for the Investigation of a Clinical Problem Paper, Part I. You will eventually complete Research Critique Forms on all articles for your paper, but only one is required for this discussion.
Exemplars for quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.
Based on your learning activities, respond to the following prompts:
Did you find that your question was appropriate or did you need to revise or change it as you delved deeper into the problem and evidence? Did the literature search challenge any pre-conceived notions you had about the topic?
Briefly summarize in 1-2 paragraphs, all components listed on the Research Critique Form from the article you chose on your topic.
Did you feel the theoretical basis of the study (if identified) was appropriate? Why is it important for research to be guided by theory?
DQ2 Critique of Qualitative and Quantitative Research Studies: Part I
Image of hospital nurse using computer (Life in View, n.d.).Qualitative and quantitative research each have value in evidence-based practice and leading industry standards. In this discussion, you will critique research and respond to your peers’ evaluations for both types of research.
ALSO READ: NUR 513 Discussion Disseminating the Evidence
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
In this discussion, you will critique a quantitative and qualitative research study. To give everyone in class an opportunity to critique both types of research, please follow the instructions below. Examples of how to use the quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 28 KB] score card are provided for you.
If your last name begins with A-M:
Read the study by Spiva, et al. (2017). Complete the quantitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Spiva, et al. (2017).
Read the study by Hundt, et al. (2018). Reply to a minimum of two other classmates who have posted a Critique of Hundt, et al. (2018) for their initial discussion.
If your last name begins with N-Z:
Read the study by Hundt, et al. (2018). Complete the qualitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Hundt, et al. (2018).
Read the study by Spiva, et al. (2017). Reply to a minimum of two other classmates who have posted a Critique of Spiva, et al. (2017).
Spiva, L., Hart, P. L., Patrick, S., Waggoner, J., Jackson, C., & Threatt, J. L. (2017). Effectiveness of an evidence-based practice nurse mentor training program (Links to an external site.). Worldviews on Evidence-Based Nursing, 14(3), 183–191. https://doi-org.vlib.excelsior.edu/10.1111/wvn.12219 Hundt, N. E., Helm, A., Smith, T. L., Lamkin, J., Cully, J. A., & Stanley, M. A. (2018). Failure to engage: A qualitative study of veterans who decline evidence-based psychotherapies for PTSD (Links to an external site.). Psychological Services, 15(4), 536–542. https://doi-org.vlib.excelsior.edu/10.1037/ser0000212
Sample Answer for NUR 513 Discussion Finding and Evaluating Evidence
Different clinical studies present different levels of evidence depending on the research questions to be answered as well as the design and methodologies of the study. In the nursing research process, there are different approaches for evaluating different levels of evidence. The two main approaches used in the evaluation process include quantitative and qualitative techniques. The quantitative approaches or techniques often involve evaluating data and comparing different measures used in the study under review. In the quantitative approaches, there are always applied metrics, including mean, standard deviation, and other statistical parameters (Cui et al., 2018). Quantitative approaches or criteria can be measured, or formal tools can be applied for a prediction, to ensure the objectivity of the outcomes as well as the applied variables.
For the qualitative techniques in the evaluation process, there are different frameworks that can be followed to ensure effective outcomes. The whole process involves assessing meanings, processes, perceptions, and experiences in the study process. The qualitative technique may involve considering the experiences that patients have concerning a given variable under the evaluation process. The qualitative approaches, as applied in the study, do not include measurable parameters. To enhance the analysis of relevant evidence and make effective interpretations, there is always the application of emphatic comprehensions, which can indicate that the findings and the variables are dependent on the context of the research studies (Häggman-Laitila et al., 2019). The two approaches, qualitative and quantitative techniques, can be applied in the evaluation of evidence independently or jointly. In other words, the two approaches can be applied separately or at the same time. Analysis of evidence from the research processes is critical in ensuring effective outcomes in the research processes.
References
Cui, C., Li, Y., Geng, D., Zhang, H., & Jin, C. (2018). The effectiveness of evidence-based nursing on development of nursing students’ critical thinking: A meta-analysis. Nurse education today, 65, 46-53. https://www.sciencedirect.com/science/article/abs/pii/S0260691718301084
Häggman-Laitila, A., Mattila, L. R., & Melender, H. L. (2019). Educational interventions on evidence-based nursing in clinical practice: a systematic review with qualitative analysis. Nurse education today, 43, 50-59. https://www.sciencedirect.com/science/article/abs/pii/S026069171630048X