Course Syllabus Retrieving and Reviewing the Literature Template (Week 8) CLICK HERE

Course Syllabus
Retrieving and Reviewing the Literature Template (Week 8)
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Name:
Date:
Topic Title:
Introduction: (100 to 150 words)
Problem Statement: (50 to 100 words)
PICOt Formatted Clinical Question:
P –
I –
C –
O –
T –
Key Search Terms (at least six (6) terms):
1.
2.
3.
4.
5.
6.
7.
8.
Databases Searched (at least four (4) databases):
1.
2.
3.
4.
5.
Theme #1 (10-25 words):
Annotated Bibliography 1.1 (100-200 words):
Annotated Bibliography 1.2 (100-200 words):
Annotated Bibliography 1.3 (100-200 words):
Theme #2 (10-25 words):
Annotated Bibliography 2.1 (100-200 words):
Annotated Bibliography 2.2 (100-200 words):
Annotated Bibliography 2.3 (100-200 words):
Theme #3 (10-25 words):
Annotated Bibliography 3.1 (100-200 words):
Annotated Bibliography 3.2 (100-200 words):
Annotated Bibliography 3.3 (100-200 words):
Literature Review Summary including Gaps in the Literature (200 to 250 words):
Implications to Practice (100 to 150 words):
References (APA 6th ed. format):
Introduction and Problem Statement Template
PART 1
(Week 3)
Name:
Date:
Topic Title:
Introduction: (100 to 150 words)
Problem Statement: (50 to 100 words)
References (APA 6th ed. format):
Appendix C
PICOt, Search Terms & Databases Template
Part 2
Summary:
The purpose of this assignment is the next step for the student in developing the signature assignment. The idea is for the student to take stepwise approach to completing the signature assignment. The signature assignment will be broken up into three steps: STEP 1 – Introduction and Problem Statement; STEP 2 – PICOt, Databases and Search Terms; and STEP 3 – Three Themes and Annotated Bibliographies. The three steps will be put together with the final signature assignment in week 8. This assignment is STEP 2 – PICOt Question, Search Terms & Databases.
Directions:
The student will use the Introduction and Problem Statement Template and complete the required items:
Provide a title that conveys or describes the assignment.
PICOt formatted Clinical Project Questions (No word limit) – Provide the Population, Intervention, Comparison, Expected Outcomes and timeframe for the proposed project to address the problem or practice issue.
Key Search Terms (at least six terms) – Identify the key terms searched in retrieving the literature. The student should provide at least six (6) search terms. Examples of terms include pain, comfort, caring, diagnosis, management, etc.
Databases Searched (at least four databases) – Identify the databases used to search the key terms. The student should provide at least four databases searched. Examples of databases include CINAHL, MEDLINE, National Guideline Clearinghouse, etc.
References – Provide references used in the template using APA 6th ed. Manual format.
Save the file with Student First Name_Last Name_Part 2
Submit completed template to the D2L assignment link.
PICOt Question, Search Terms & Databases Template
PART 2
(Week 5)
Name:
Date:
PICOt Formatted Clinical Question:
P –
I –
C –
O –
T –
Key Search Terms (at least six (6) terms):
1.
2.
3.
4.
5.
6.
7.
8.
Databases Searched (at least four (4) databases):
1.
2.
3.
4.
5.
References (APA 6th ed. format):
Appendix D
Three Themes and Annotated Bibliographies Template
Part 3
Summary:
The purpose of this assignment is the next step for the student in developing the signature assignment. The idea is for the student to take stepwise approach to completing the signature assignment. The signature assignment will be broken up into three steps: STEP 1 – Introduction and Problem Statement; STEP 2 – PICOt, Databases and Search Terms; and STEP 3 – Three Themes and Annotated Bibliographies. The three steps will be put together with the final signature assignment in week 8. This assignment is STEP 3 – Three Themes and Annotated Bibliographies.
Directions:
The student will use the Introduction and Problem Statement Template and complete the required items:
Provide a title that conveys or describes the assignment.
Themes (three themes) – Students will look for patterns and themes found while reviewing the literature. Identifying themes are a way of organizing a literature review. When writing a literature review, authors must organize the review around themes and not simply report on each research studies one at a time. Themes should be limited to three (3) to five (5) themes. Students will identify at list three (3) themes.
Annotated Bibliography (at least three) – For each of the identified three (3) themes, students will provide three (3) annotated bibliographies. Therefore, the student should have annotated at least a total of nine (9) research articles. See Annotated Bibliography Example below.*
References – Provide references used in the template using APA 6th ed. Manual format.
Save the file with Student First Name_Last Name_Part 3
Submit completed template to the D2L assignment link.
*Annotated Bibliography Example
Swider, S. M., Levin. P., Cowell, J., Breakwell, S., Holland, P., & Wallinder, J. (2009). Community and public health nursing practice leaders’ views of the doctorate of nursing practice. Public Health Nursing Journal, 26(1), 1-8.
This article addressed the importance of research in awarding scholarship for nursing career development and advancing nursing education. The authors of this research came up with this research to analyze and evaluate the views of various scholars regarding public health nursing. The subjects addressed in this research include practicing public health nurses and scholars undertaking masters and doctorates programs. Thesis design has been used to present these findings. The findings of the research were that community health nurses acquire effective skills after completion of their masters and doctorate courses. However, these skills are oriented toward management skills.
The research is useful to nursing practice since the community health nursing is very essential as far as general health is concerned. The information is reliable in that the practicing public health nurses and scholars can apply the result of the findings to better this profession. The research is objective in that it only focuses on the view of the doctorate of nursing practice. The only major limitation of this research is that it doesn’t accommodate the view of undergraduates and graduates with their first degree taking nursing and practicing nursing respectively. This paper is important to the extent that it shows the importance of practical research in advanced level of nursing education. Using research as criteria for awarding scholarship is important to the extent that it not only builds on the body of knowledge in nursing but provides a selection mechanism that ensures that scholarships and other educational resources are awarded to the most qualified professionals in nursing.
Themes Template
PART 3
(Week 7)
Name:
Date:
Theme #1 (10-25 words):
Annotated Bibliography 1.1 (100-200 words):
Annotated Bibliography 1.2 (100-200 words):
Annotated Bibliography 1.3 (100-200 words):
Theme #2 (10-25 words):
Annotated Bibliography 2.1 (100-200 words):
Annotated Bibliography 2.2 (100-200 words):
Annotated Bibliography 2.3 (100-200 words):
Theme #3 (10-25 words):
Annotated Bibliography 3.1 (100-200 words):
Annotated Bibliography 3.2 (100-200 words):
Annotated Bibliography 3.3 (100-200 words):
References (APA 6th ed. format):
Appendix E
Discussion Board
Summary:
A Discussion Board is a place where participants provide discourse and dialogue addressing a specific question or activity. Some of the most important learning occurs through a discussion board. A discussion board takes the place of an in-person conversation that would have occurred during a live classroom session. A unique advantage of the Discussion Board format in an online environment from that of a live classroom discussion is that students have time to think about, research, consider, and write out their responses. All discussion board responses should be substantial, and further the scholarly conversation. For example, responding to a classmate with, “Great post. I totally agree,” would not qualify as substantial, and would not receive credit. Discussion board activity is intended to spark active conversation, synthesis, and reflection. It is a scholarly forum, and thus requires a scholarly tone and appropriate citations in APA format.
Directions:
Monday of every week, a topic reflecting the week’s course content will be posted, for engagement in written critical dialog. Respond to this posting by Tuesday. Review and respond to two of your classmates’ postings by Thursday, and respond to their posting to your response by Saturday
Week
Discussion Topic
Week 2
Explore how your hospital or organization supports and implements evidence-based practice, best practices and/or nursing research throughout the organization. Post your findings to the discussion and read all other peer’s posts and actively discuss the postings.
Week 4
PICOt Question– Post a clinically relevant question using the PICOt format. How did you arrive at this topic and question? Why is it important?
Week 6
Identify five (5) practice issues in your organization; one of these could be from the PICOt questions you have selected for the Signature Assignment. Ask your manager or supervisor for ideas. They may know of initiatives that could use a little evidence. Think about times when you ask yourself “Why something is done a certain way?” For example: Why are chest x-rays ordered for pre-op patients? Or Why are vital signs collected routinely on in-patients? Check with the Quality Improvement, Infection Control, Performance Improvement departments and activities. Post these on the Discussion Board, read all other class member’s posts. Actively discuss yours and other postings.
Week 8
Evidence-Based Practice – Using supporting documentation from at least one nursing (1) publication, describe how evidence based practice is different from research. How would you identify a research project as being an evidence based intervention project versus the creation of knowledge in a nursing research project?
Cepero, J. (2011). Differences among quality improvement, evidence-based practice, and research. Journal of Neuroscience Nursing, 43(4), 230-232. doi: 10.1097/JNN.0b013e3182212ac3. Retrieved January 16, 2015 from http://www.biomedsearch.com/article/Differences-among-quality-improvement-evidence/263250559.html
Appendix F
Quizzes
Summary:
Each quiz will be available from each Monday at 0:01 am to the following Sunday at 11:59 on Weeks 1 to 8. The student will only have the week for the assigned quiz to complete the quiz.
The quizzes are worth: 25 points each. This assignment represents 20% (200 points) of the student’s overall grade
It is objective, reflecting the reading materials for each week of the course.
There will be various numbers of questions on each quiz in multiple-choice, true/false and essay format.
This is a timed quiz. Students will have 60 minutes to complete the quiz once they have begun.
Backtracking will not be allowed.
This is an individual quiz. Students may not confer with others. Students who work with others on the quiz will receive no points and will be subject to college sanctions.
This is an open book quiz. Students may use class notes, texts or other resources to complete this quiz.
DO NOT print the quiz. Any student found with copies of the quiz or any of the test items contained in it will be subject to college sanctions, without question.
Quiz 1 – Chapters 1, 2, 4 (15 questions)
Quiz 2 – Chapters 5, 6 (10 questions)
Quiz 3 – Chapters 8, 9, 10 (15 questions)
Quiz 4 – Chapters 12, 13, 14 (15 questions)
Quiz 5 – Chapters 15, 16, 17 (15 questions)
Quiz 6 – Chapters 3, 7, 18 (15 questions)
Quiz 7 – Chapters 11, 19, 21 (15 questions)
Quiz 8 – Chapter 20 (5 questions)
Directions for Online Testing with D2L:
The link to the quiz is located in the D2L course within the tab for the week it is due and will appear only when it has been made available by the instructor.
To begin, click on the title of the quiz. DO NOT click on it until you are ready to test. If students click on it and then decide they don’t want to take the exam and log-off, they will be blocked out from that attempt.
Students will have three attempts to take the quiz. Students will receive the highest quiz score for the final grade for each quiz.
If students have been working in other areas of D2L, they must log-out completely and then log back in to begin the quiz. This will prevent the D2L system from timing out during the middle of the exam.
A dial-up connection or unreliable computer system should not be used to test. Students with concerns are encouraged to take the exam in a computer lab on campus. Unreliable home computer equipment will not be accepted as an excuse for needing more time, another attempt, etc.
When finished with the quiz, log-out of D2L completely. This will ensure that the grade is entered.
Appendix G
Jean Watson’s Theory of Human Caring Application:
Critical Appraisal of the Evidence
Summary:
Evaluating evidence is an important skill for the professional nurse. Nurses are expected to critically appraise the literature to identify best practices to improve practice and patient care. The student will be assigned one of the specific research article below and will critically appraised the research using the guides from the textbook.
Directions:
The student will choose from one of the research articles below on a study that used Jean Watson’s Theory of Human Caring as a theoretical framework.
The student will retrieve the selected article from the library.
The student should use as a guide the readings from Chapters 7 & Chapters 18.
The critique is to be informal, although correct grammar, spelling, etc. still are expected. The critique should include a brief description of the study that was reviewed and should address elements of the study relevant to critique.
The student will provide a written critique on a critical appraisal of the elements relevant to the nature of the research study (Type of study, design, quality of the study, rationale, etc.), as well as, implications for practice and further research and/or evaluation.
The grade will be based on accuracy, level of content and structure of the document.
The minimum length for this assignment is 600 to 700 words, double-spaced with 1 inch margins and Times Roman font of 12 pts and a maximum of four pages. The paper will be in APA format with a title page. An abstract and reference page ARE NOT required.
Save the file with Student First Name_Last Name_Appraisal
Submit completed template to the D2L assignment link.
*Choose from one (1) of the following articles:
Specialty
Article
Article #1
Clerico, E., Lott, T. F., Harley, C., Walker, R. K., Kosak, E., Michel, Y. & Hulsey, T. (2013). Caring for the nurse in the hospital environment. International Journal for Human Caring, 17(1), 57-63.
Article #2
Erci, B., Sayan, A., Tortumluoglu, G., Kilic, D., Sahin, O. & Gungormus, Z. (2003). The effectiveness of Watson’s caring model on the quality of life and blood pressure of patients with hypertension. Journal of Advanced Nursing, 41(2), 130-139.
Article #3
Suliman, W. A., Welmann, E., Omer, T. & Thomas, L. (2009). Applying Watson’s nursing theory to assess patient perceptions of being cared for in a multicultural environment. Journal of Nursing Research, 17(4), 293-300.
Article #4
Nelms, T. & Treiber, L. (2011). A study to reduce medication administration errors using Watson’s caring theory. International Journal for Human Caring, 15(3), 24-33.
Article #5
Carson, E. M. (2004). Do performance appraisals of registered nurses reflect a relationship between hospital size and caring? Nursing Forum, 39(1), 5-13.
Article #6
Gonzalez, R., Pizzi, J., Thomas, S., Copper, K. & Clyne, M. (2013). Tranquility room study: Caring perspectives. International Journal for Human Caring, 17(4), 16-19.
Appendix H
Reflection-in-Action
Summary:
Reflection is sometimes referred to as a process that occurs internally and in isolation. A Reflection-in-Action is a reflective process where one is able to reflect and act from our experiences. It is a time to reflect on activities or events of a moment in time and explore feelings, thoughts, reactions and impact of our current and future selves. It is an internal process for practicing being in the moment and for broadening our consciousness. You are to prepare Reflection-in-Action in which you explore the concepts you have learned each week that you will take forward into your Baccalaureate level nursing practice. Entries are to be made bi-weekly and submitted to the D2L Dropbox.
Directions:
Each Reflection-in-Action Entry should be at least 400 words in length and are due on Sunday at the end of each week in D2L Dropbox. Discuss and reflect on the topic in terms of:
How the content and assignments met the course objective(s)?
Provide examples of actual or potential applications of the course week’s course concepts.
Successes or challenges that you had for the week in terms of the course content.
Week 8 entry should address the above and contain a summary reflection of your experience in terms of application during your transition to the role of BSN RN.
This is a Pass/No Pass assignment. Each entry must be at least 400 words. There is not a grading rubric associated with this assignment. It is meant to facilitate a reflection on your learning of the course content.
Week
Topic Focus
Week 1
What is Evidence-Based Practice (EBP)
Week 3
Quantitative Research and/or Qualitative Research
Week 5
Critical Appraising the Literature/Evidence
Week 7
Summary reflection of your experience in terms of application during your transition to the role of BSN RN.
Appendix I
Synchronous Session Attendance
Summary:
There are two (2) virtual sessions in this course held during Week 1 and Week 7. The purpose of these sessions is to provide information and to discuss the application of the topics that you have been reading. Preparation and participation is vital to processing the content of the course. This session is in seminar format.
Directions:
We strongly encourage you to participate in the two informational virtual sessions as scheduled by attending the synchronous sessions.
Synchronous virtual sessions will be recorded for those unable to attend.
Students are responsible for all information shared during the virtual sessions.
Students who are unable to attend the virtual session:
If you are unable to attend the synchronous session, you will be required to submit a 200 word summary of the discussion held during the synchronous session. Include 2 key points learned from listening to the recording of the synchronous session.
Submit your make up assignment via the synchronous session D2L Dropbox.
042017,RML