NURS 6003 Academic Success And Professional Development Plan

This article covers NURS 6003 Academic Success And Professional Development Plan Part 3: Research Analysis.

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NURS 6003 Academic Success And Professional Development Plan Part 3: Research Analysis

Academic Success And Professional Development Plan Part 4: Research Analysis

According to architect Daniel Libeskind, “to provide meaningful architecture is not to parody history, but to articulate it.” The implication is that his work does not imitate, but rather is dependent on the efforts of others.

Understanding the work of others is critical for developing new work. You can contribute to the nursing body of knowledge if you can analyze and articulate the efforts of previous research.
As a result, research analysis skills are important tools to have in your toolbox.

In this Assignment, you will locate existing research that is relevant to your topic. This research will also be analyzed using an analysis tool.

To Prepare:

Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.

Read one peer-reviewed research article focused on a topic in your specialty field that interests you.NURS 6003 Academic Success And Professional Development Plan Part 4 Research Analysis Essays

NURS 6003 Academic Success And Professional Development Plan Part 4 Research Analysis Essays

Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.

The Assignment:

Using the “Module 4 | Part 4” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

Your topic of interest:  The effect of anxiety and depression on completion/withdrawal status in patients admitted to substance abuse detoxification program.

References

Araujo, L., Goldberg, P., Eyma, J., Madhusoodanan, S., Buff, D. D., Shamim, K., & Brenner, R. (1996). The effect of anxiety and depression on completion/withdrawal status in patients admitted to substance abuse detoxification program. Journal Of Substance Abuse Treatment13(1), 61–66. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=mnh&AN=8699544&site=ehost-live&scope=site

My approach to identifying and analyzing peer-reviewed research was solely based on the numerous consultations I made to various library databases. However, since mots of the searches made on libraries are usually not classified in terms of peer-reviewed articles or not, there was the dire need to refine my search to ascertain that the results I found, in the end, were only peer-reviewed and excluded other articles (Angelo.edu, n.d). Thereafter, since not all the articles I found were up to date, I further refined the results to ensure the results were the most recent.

The two strategies that I used and found to be effective in as far as the finding of peer-reviewed research is concerned included limiting the search to only journals and checking to verify whether or not a given article is marked as peer-reviewed (Groll, 2017). The reason for the former is that peer-reviewed articles are usually quality works done by experts and not simply those handled by academicians or writers (Baumgartner, Lee & Kuhn, 2018). On the same note, journals also undergo strict scrutiny before they get published in the sites they can be accessed and a vast majority of them exclusive of letters, book reviews and editorials qualify to be peer-reviewed.

The one resource I intend to use in the future to find peer-reviewed research is checking the database Ulrichsweb.com. The latter marks articles as peer-reviewed and can serve as the best resource in as far as the checking of peer-reviewed articles and searches are concerned (McGowan et al., 2016). In order to use the above-mentioned website to find peer-reviewed research, then one needs to access the Ulrichsweb.com database. If at all there are a multitude of databases found in a single file or location, then one can search or view the databases in an alphabetical listing them click ‘U’ then navigate the options for the website.

References

Angelo.edu. (n.d). How to recognize peer-reviewed journals. [online] Available at: https://www.angelo.edu/services/library/handouts/peerrev.php [Accessed 15 Jan. 2020].

Baumgartner, J., Lee, J., & Kuhn, M. L. (2018). Graduate student professional development and a CURE-style course and peer-reviewed student publications. The FASEB Journal32(1_supplement), 535-28.

Groll, H. (2017). Peer Review: Searching for the one. eLife6, e32016.

McGowan, J., Sampson, M., Salzwedel, D. M., Cogo, E., Foerster, V., & Lefebvre, C. (2016). PRESS peer review of electronic search strategies: 2015 guideline statement. Journal of clinical epidemiology75, 40-46.

A correctly formatted APA citation of the article you selected, along  A correctly formatted APA citation of t

A properly formatted APA citation of the article you chose, as well as link or search details.
Determine a professional practice that makes use of the theories/concepts presented in the article.
Analysis of the article using the template’s “Research Analysis Matrix” section

Write a one-paragraph justification for why you think this article should be used to inform professional practice.

Write a 2- to 3-paragraph summary that you will include in your Academic Success and Professional Development Plan.

Describe your method for locating and analyzing peer-reviewed research.

Identify at least two strategies for finding peer-reviewed research that you have found to be effective.

Identify at least one resource for finding peer-reviewed research that you intend to use in the future.

Note: Include your work for this Assignment in the original document you started in the Module 1 Assignment, which was created using the Academic Success and Professional Development Plan Template.

The article you chose, as well as the link or search details

Determine a professional practice that makes use of the theories/concepts presented in the article.

Analysis of the article using the template’s “Research Analysis Matrix” section

Write a one-paragraph justification for why you think this article should be used to inform professional practice.

Write a 2- to 3-paragraph summary that you will include in your Academic Success and Professional Development Plan.

Describe your method for locating and analyzing peer-reviewed research.

Identify at least two strategies for finding peer-reviewed research that you have found to be effective.

Identify at least one resource for finding peer-reviewed research that you intend to use in the future.

Note: Include your work for this Assignment in the original document you started in the Module 1 Assignment, which was created using the Academic Success and Professional Development Plan Template.

The impact of anxiety and depression on o K. and R. Brenner (1996). The impact of anxiety and depression on patients admitted to a substance abuse detoxification program’s completion/withdrawal status. Substance Abuse Treatment, 13(1), pp. 61–66. Obtainable at https://&AN=8699544&site=ehost-live&scA correctly formatted APA citation of the article you chose, as well as link or search information

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

  • Describe your approach to identifying and analyzing peer-reviewed research
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
  • Identify at least one resource you intend to use in the future to find peer-reviewed research

I would recommend the article by Farmanova, Bonneville, and Bouchard (2018) to inform practice based on two rationales. First, grounded on the foundation of the research question. The question reflects an addition of knowledge concerning health literacy by persuading the reader that the selection of the research question is non-trivial and follows an existing literature on the topic. The other rationale is based on the methods used to justify the intended suitability for producing reliable and valid evidence to answer the research question. In addition, the authors typically present the Method section, where the process of conducting the study is given clearly. Moreover, results and analyses provide consistent responses to the study question and data collected. Hence, the study is reliable and valid for a scientific research.

Step 2: Summary of Analysis

            My approach to identifying and analyzing peer-reviewed research involves activities such as identification, understanding, recording, meaning-making, and information transmission of articles to a topic of interest. The search starts by seeking and examining peer-reviewed publications with information from the course readings. Most scholarly research articles are found in journals (Simmons et al., 2020). Then it would proceeds looking for clues to indicate that the author(s) is a researcher or scholar. I pay closer attention to authors’ credential written behind their names. Next is to check whether the original purpose of the article is for the original research or to further the readers’ understanding about a given topic. Another proper strategy is locating the methods section by paying attention to key words like peer-reviewed, qualitative, and quantitative.

Strategies that I find effective in locating peer-reviewed research is to use a specific database that is particular to an area of study. Consequently, it is essential to plan the research while highlighting key words pulled from the research question. As there are a number of articles, it becomes helpful to make use of filters to narrow down the searches for the previous five years and to provide full-text articles. One important thing about using Walden University Library is the separation of databases based on one’s academic year of study. I choose to use CINAHL Plus since it has journals tailored for nursing and other health professionals. For that reason, I intend to use CINAHL as it is user-friendly and allows one to choose only peer-reviewed articles. The site also has an excellent webinar transcript to show how to navigate by using main and subtopics for narrowing down the search.

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NURS 6003 Academic Success And Professional Development Plan
NURS 6003 Academic Success And Professional Development Plan

References

Farmanova, E., Bonneville, L., & Bouchard, L. (January 01, 2018). Organizational health literacy: Review of theories, frameworks, guides, and implementation issues. Inquiry (United States), 55. https://doi.org/10.1177/0046958018757848

Simmons, S. C., Bui, C. M., Kim, C. H., Feldman, A. Z., Staley, E. M., & Pham, H. P. (January 01, 2020). Frequency of Alterations in Apheresis-Related Abstracts Prior to Publications as Peer-Reviewed Articles. Therapeutic Apheresis and Dialysis, 24, 2, 215-220. DOI: 10.1111/1744-9987.12866

Learning Resources

Required Readings

Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing. Retrieved from https://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/

Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. Austrian Institute of Radiography, 56(3), 6–10. Retrieved from http://www.minnisjournals.com.au/articles/radiographer%20smith%20dec%2009.pdf

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home

Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from https://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)

Discussion: Using the Walden Library

Introduction to Scholarly Writing: Tips for Success Program Transcript

FEMALE SPEAKER: Research and writing is a significant part of your academic experience at Walden. Many incoming students are competent at professional writing, but it’s important to remember that it’s very different from scholarly writing. Professional writing is based on experience, but scholarly writing is based on evidence. We anticipate some of the challenges you may face in scholarly writing, so here are a few tips for success.

In scholarly writing, you must identify who the audience is for your writing, and find your scholarly voice to present your research findings in an academically appropriate manner. You writing should be clear, concise, evidence-based, and objective.

Another common challenge many students face is very basic, but very manageable– the fear of writing. First, it’s necessary to identify your fears. Perhaps you received negative feedback in the past and it felt personal. Maybe you feel like you need your writing to be absolutely perfect, or that you’re the only one struggling to grasp a concept or technique.

I can assure you, you are not alone. Walden wants to help you succeed. The Walden Writing Center website, along with faculty, are available to guide you, advise you, and give the feedback necessary to help you grow and mature as a writer. Feedback is a crucial component to improve your writing, so don’t let it scare you. Ask for feedback from people you trust– your classmates, faculty, friends, or colleagues. Becoming a better writer is an ongoing, lifelong process. The more comfortable you are with receiving and implementing feedback and the revision process, the better your writing skills will become.

Another tip is to remember that it’s important to celebrate each victory you have along the way. When you finish your course or complete a paper, give yourself the credit you deserve for the accomplishment.

Last, and perhaps the most important, find your passion. Time management and persistence are important tools for finishing your degree, but the passion that drives you toward your goal is the fire that can help keep you motivated. Mountains of reading and long nights of writing are achievable if you ignite the passion for your work.

You’ve come to Walden to make a difference in yourself and in your community. Strive for excellence in your research and writing, and Walden will help guide you on the path that you choose.

here 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 Learning 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 interests you.

By Day 3 of Week 6

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.

By Day 6 of Week 6

Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources. Academic Success And Professional Development Plan Part 4: Research Analysis

Critical appraisal of quantitative and qualitative research literature

Tony Smith

University Department of Rural Health, Faculty of Health, University of Newcastle, Newcastle, New South Wales 2300, Australia.

Abstract Critical appraisal of research articles can be used to inform the design of new research studies. It can also be used by clinicians who wish to improve service quality by using the best available evidence to inform their practice. This paper describes a broad framework of critical appraisal of published research literature that covers both quantitative and qualitative methodologies.

The aim is the heart of a research study. It should be robust, concisely stated and specify a study factor, outcome factor(s) and reference population. Quantitative study designs, including sampling methods, can be ranked in order of the quality of the evidence they produce, with randomised control trials being ranked as level 1. The strength of evidence from qualitative research studies depends on the degree of rigour used in data collection and analysis, using techniques like theoretical sampling, triangulation and participant validation. Whatever the study design, it must be appropriate to address the aim of the study.

In critically appraising all research papers, there is a need to reflect on how well the conclusions flow logically from the results of the analysis and answer the original research question and how well the research applies to the population we are interested in.

Introduction

Reading critically and analysing the quality of research litera- ture are skills that are used in designing valid and reliable research studies. Consequently, formal postgraduate research training includes an element of critical appraisal. Undergraduate Medical Radiation Science programmes also include a component of criti- cal appraisal, linked to the generic graduate health professional attribute of “using research findings in clinical practice”1 – evi- dence based practice. Critical appraisal of research literature is an essential skill for all members of the health care team, including diagnostic radiographers, radiation therapists and sonographers, in order to develop models of evidence based practice that focus on optimal outcomes. Maintenance and improvement of the qual- ity and safety of health care demands the measurement of these outcomes. Hence, there is a further need for clinicians to have     a grasp of research methodologies so that they can design and implement effective quality assurance programmes using meth- ods that are both valid and reliable. This paper, therefore, aims   to provide a framework for critical appraisal that is relevant to medical radiation professionals involved in research, education or clinical practice.

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NURS 6003 Academic Success And Professional Development Plan
NURS 6003 Academic Success And Professional Development Plan

There is a need to understand the terms “validity” and “reliability” to appreciate the rationale behind critical appraisal. Validity can be broadly divided into “construct” (or “internal”) validity and “external” validity. Construct validity is the degree to which a study uses methods and measurement techniques that allow legitimate inferences to be made from the findings – Is the methodology sound? In fact, construct validity has a number of types (face validity, criterion validity, concurrent validity and    so on). These are well explained by Trochim on his excellent web-site,2 as are many other quantitative and qualitative research concepts. External validity relates to the question of whether, given the methodology used, it is reasonable to generalise the findings to other populations or settings. The term reliability, on the other hand, refers to the “consistency” or “repeatability” of a study – Is the study reproducible? Well designed research, with good reliability, could be repeated at a different time or using a different population and give comparable results. Like validity, reliability has a number of types,2 the best known being inter-rater or inter-observer reliability.

All research is not of equal quality in terms of validity and reli- ability. When reading a research paper we are justified in reading critically and questioning the findings, especially whether or not we should accept the conclusions drawn from the study and adopt the recommendations. However, being critical is a challenge for both clinicians and early career researchers, generally because they assume that the researchers must be more expert than themselves. There is a tendency to believe that any research study that has made it into print must be of the highest quality. This is not universally true. Editors and publishers choose papers for a variety of reasons. Furthermore, journals also vary in terms of the quality of the papers they publish and they are rated according to an impact factor.3 However, even journals with a high impact fac- tor publish research of dubious quality, again, for various reasons. The first step in critically appraising a research article, therefore, is to reflect on the quality of the journal in which it is published. The second is to examine the track record of the authors in the particular field of study – Where are they from? What are their qualifications? Have they published in this field before? A search of Google Scholar or the Medline database can quickly answer these questions.

Some excellent resources are available to help develop criti- cal appraisal skills. Concise, logically structured, analytical approaches are described by Darzins, et al.4 and by Greenhalgh.5 The latter wrote a series of papers on research methods in the British Medical Journal – a valuable resource! The critical appraisal framework described below synthesises the work of these and other authors.

Rubric Detail

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Content

Name: NURS_6003_Module03_Week05_Assignment_Rubric

ExcellentGoodFairPoor
Using the Module 3 Part 3 section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:·   The topic of interest you have selected.·   Correctly formatted APA citation of the article you selected, along with link or search details.·   Identify a professional practice use of the theories/concepts presented in the article.Points Range: 18 (18%) – 20 (20%)The response clearly identifies the topic of interest selected.The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details.The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article.Points Range: 16 (16%) – 17 (17%)The response partially identifies the topic of interest selected.The response provides a partial citation of the article selected, including a partial link or search details.The response partially identifies and describes a professional practice use of the theories/concepts presented in the article.Points Range: 14 (14%) – 15 (15%)The response vaguely identifies the topic of interest selected.The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details.The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article.Points Range: 0 (0%) – 13 (13%)The response vaguely and inaccurately identifies the topic of interest selected, or is missing.The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing.The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article, or is missing.
Analysis of the article using the Research Analysis Matrix section of the template.·   Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice.Points Range: 18 (18%) – 20 (20%)The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template.The response clearly and accurately explains in detail the justification of whether or not to recommend the use of the article to inform professional practice.Points Range: 16 (16%) – 17 (17%)The response provides a partial analysis of the article using the Research Analysis Matrix section of the template.The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice.Points Range: 14 (14%) – 15 (15%)The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template.The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice.Points Range: 0 (0%) – 13 (13%)The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template, or is missing.The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice, or is missing.
Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:·   Describe your approach to identifying and analyzing peer-reviewed research.·   Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.·   Identify at least one resource you intend to use in the future to find peer-reviewed research.Points Range: 41 (41%) – 45 (45%)The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research.The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research.The response provides a complete, detailed, and specific synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response fully integrates at least 1 outside resource and 2-3 course specific resources that fully supports the summary provided.Points Range: 36 (36%) – 40 (40%)The response partially describes the approach to identifying and analyzing peer-reviewed research.The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research.The response provides an accurate synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response integrates at least 1 outside resource and 2-3 course specific resources that support the summary provided.Points Range: 32 (32%) – 35 (35%)The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research.The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research.The response vaguely or inaccurately synthesizes at least one outside resource that may be used in the future to find peer-reviewed research. The response minimally integrates resources that may support the summary provided.Points Range: 0 (0%) – 31 (31%)The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research, or is missing.The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research, or is missing.The response fails to integrate any resources that may be used in the future to find peer-reviewed research to support the summary provided, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.Points Range: 5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.Points Range: 4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.Points Range: 3.5 (3.5%) – 3.5 (3.5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Purpose, introduction, and conclusion of the assignment is vague or off topic.Points Range: 0 (0%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.Points Range: 4 (4%) – 4 (4%)Contains a few (1-2) grammar, spelling, and punctuation errors.Points Range: 3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) grammar, spelling, and punctuation errors.Points Range: 0 (0%) – 3 (3%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.Points Range: 5 (5%) – 5 (5%)Uses correct APA format with no errors.Points Range: 4 (4%) – 4 (4%)Contains a few (1-2) APA format errors.Points Range: 3.5 (3.5%) – 3.5 (3.5%)Contains several (3-4) APA format errors.Points Range: 0 (0%) – 3 (3%)Contains many (≥ 5) APA format errors.
Total Points: 100

Name: NURS_6003_Module03_Week05_Assignment_Rubric

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