NURS 6003 Module 4 Week 6 Discussion

NURS 6003 Discussion: Database in the Walden Library- NURS 6003 Module 4 Week 6 Discussion

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NURS 6003 Discussion: Database in the Walden Library RE: Discussion – Week 6 Collapse Scholarly writing varies from professional writing in that it requires evidence to support your thoughts and ideas (Laureate Education, 2018). Evidence is found by researching previous scholarly writings and studies completed on your topic. Finding this evidence can be overwhelming for many students, but Walden University has made it evidence discovery more accessible to its students with the many databases it provides through the online library. As a neonatal intensive care (NICU) nurse, I like to research different topics to continue to improve my unit’s care provided through evidence-based practice. For this discussion, I logged in to the Walden University online library and typed “parent education programs in the NICU”. Several articles came up and I chose one that pertained to my idea of starting a parent education series for our families. The article I chose was “Improving the Efficiency and Effectiveness of Parent Education in the Neonatal Intensive Care Unit” (Gehl et al., 2020). This article had a “find at Walden” link that yielded the full article could be found on the Ovid database (Walden University Library, 2020). Following this link gave me access to the full article with complete information for APA citation. This process was easy to use and yielded many other journal entries I could review for further evidence. I did not find any difficulties with my search. The Walden University online library linked me to easily accessible, relevant possible evidence for the assignments I have written to date. In the past, I used another university’s online library for my bachelor’s degree program. It often linked to articles not found in the databases the university granted free access to its students, which often lead to frustration. I appreciate Walden’s vast resources available to its students. I would recommend the Ovid database to my colleagues after frequently using articles found there. OVID has access to over 1,000 open access journals with full-text entries (Ovid MEDLINE, n.d.). This is important for scholarly writing to be able to read the complete journal article and be able to cite the research correctly. In addition, Ovid offers up-to-the-minute access to over 5,600 biomedical and life science journals and ePub, which allows access before print (Ovid MEDLINE, n.d.). With new research being published daily, this is useful to anyone researching evidence-based practice improvement projects for their nursing units. References: Gehl, M., Alter, C., Rider, N., Gunther, L., & Russell, R. (2020). Improving the efficency and effectiveness of parent education in the neonatal intensive care unit. Advances in Neonatal Care, 20(1), 59-67. /orders/doi.org/10.1097/ANC.0000000000000644 Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author Ovid MEDLINE. (n.d.). Description. Retrieved on October 6, 2020, from /orders/www.ovid.com/product-details.901.html Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 5, 2020, from /orders/academicguides.waldenu.edu/az.php?=19981

NURS 6003 Discussion: Database in the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library. To Prepare:

• Review the information presented in the Resources for using the Walden Library, searching the databases, and evaluating online resources.
• Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.

By Day 3 Post the following: Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not

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Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA. By Day 6 Respond to at least two of your colleagues on two different days, by offering suggestions/strategies for working with this database from your own experience, or offering ideas for use of alternative resources. RE: Discussion – Week 6-response 2 Collapse Teresa, I enjoyed reading your discussion this week. I commend you for your specialty focus in NICU. This field of nursing is forever changing and there is so much critical thinking involved in being a NICU nurse since your patients cannot verbally express what is happening to them. Your education and research on key clues will be invaluable to you and the care your departments gives. “Outcome evaluations are needed to ensure that health care professionals’ education programmes are designed so that patients, no just students benefit from the resources expanded”( Jordan, 2008). This is crucial for the work that you do in the NICU. I found this article in the Walden Library similarly to how you found your article, I typed in education and NICU and it sent me to this article and I clicked the “Find @ Walden” and it sent me to Wiley Online (Walden Library, 2020). I have also used OVID in the past and that is the data base my hospital prefers to use for research. You are right, it offers a vast amount of articles in APA citation format and is a strong database to use. Nursing practice is fluid and constantly changing. Nurses are in a profound situation to change the outcomes of the patients they take care of. By allowing researchers open access to their information and observing care they can develop new protocols and procedures that will benefit families and patients. If this is not done with caution and an open mind then nurses will be quick to not allow researches to review their work. We take a great deal of pride in our work and constructive criticism does not always go well for some nurses.  OVID is a validated research database that allows us to change healthcare using peer-reviewed, vetted data to invoke positive change in healthcare which is essential in all areas of nursing for optimal outcomes. References Jordan, S., (2008) Educational input and patient outcomes: exploring the gap. Journal of Advanced Nursing, 31(2), 461-471. /orders/onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1046/j.1365-2648.2000.01279.x Walden University Library (n.d.). Evaluating resources: Journals. Retrieved on October 4^th, 2019 /orders/academicguides.waldenu.edu/library/evaluating/resource-types/journals Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA. Submission and Grading Information Grading Criteria To access your rubric: Week 4 Discussion Rubric Post by Day 3 and Respond by Day 6 To participate in this Discussion: Week 4 Discussion Module 4 (Weeks 6-7): Scholarship and Nursing Practice Laureate Education (Producer). (2018). Scholarship [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Scholarship [Video file]. Baltimore, MD: Author. Learning Objectives Students will: Analyze research databases for identifying peer-reviewed articles Analyze peer-reviewed research Justify the use of peer-reviewed research in professional practice Analyze strategies for finding peer-reviewed research Due By Assignment Week 6, Days 1–4 Read the Learning Resources. Begin to compose Part 4 of your Assignment. Week 6, Days 1–2 Read the Learning Resources. Compose your initial Discussion post. Week 6, Day 3 Post your initial Discussion post. Begin to compose Part 4 of your Assignment. Week 6, Days 4-5 Review peer Discussion posts. Compose your peer Discussion responses. Continue to compose Part 4 of your Assignment. Week 6, Day 6 Post two peer Discussion responses. Week 6, Day 7 Wrap up discussion. Week 7, Days 1-6 Continue to compose Part 4 of your Assignment. Week 7, Day 7 Deadline to submit Part 4 of your Assignment. Learning Resources Required Readings Al-Jundi, A., & Sakka, S. (2017). Critical appraisal of clinical research. Journal of Clinical and Diagnostic Research: JCDR, 11(5), JE01–JE05. /orders/doi.org/10.7860/JCDR/2017/26047.9942 Shellenbarger, T. (2016). Simplifying synthesis. Nurse Author & Editor, 26(3). Retrieved from http://naepub.com/reporting-research/2016-26-3-3/ Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from /orders/academicguides.waldenu.edu/az.php?s=19981 Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from /orders/academicguides.waldenu.edu/library/evaluating/resource-types/journals Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from /orders/academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from /orders/academicguides.waldenu.edu/writingcenter/home Walden University Writing Center. (n.d.). Common assignments: Synthesizing your sources. /orders/academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from /orders/academicguides.waldenu.edu/writingcenter/scholarly Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from /orders/academicguides.waldenu.edu/writingcenter/webinars/technical Document: Academic Success and Professional Development Plan Template (Word document) Document: Introduction to Scholarly Writing: Tips for success (PDF) Required Media Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author. Discussion: Rubric Detail Select Grid View or List View to change the rubric’s layout. Content Name: NURS_6003_Module04_Week06_Discussion_Rubric Grid View List View Excellent Good Fair Poor Main Posting Points Range: 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. Points Range: 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness Points Range: 10 (10%) – 10 (10%) Posts main post by day 3. Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Does not post by day 3. First Response Points Range: 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Points Range: 15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Points Range: 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response Points Range: 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Points Range: 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Points Range: 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation Points Range: 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days. Total Points: 100 Name: NURS_6003_Module04_Week06_Discussion_Rubric

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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 the 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 Loud-cloud 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. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s 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 Lopes Write, 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 Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 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.

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