Nurs 6052 Assignments
Nurs 6052 Assignments
Nurs 6052 week 2 Assignments
To complete:In a 3- to 4-page paper: Restate your PICOT question and its significance to nursing practice. Summarize the findings from the articles that you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice. Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?Part 3 of the Course Project is due by Day 7 of Week 10. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project.For this final iteration you will need to: Submit your paper to Grammarly and Turnitin through the Walden Writing Center. Based on the Grammarly and Turnitin reports, revise your paper as necessary. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.
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Nurs 6052 week 3 Assignments
NURS 5052/NURS 6052: Essentials of Evidence-Based Practice
Course Project Overview
Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.
For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the course project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.
Before you begin, review this document, which contains information about all three parts of the Course Project.
Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.
Course Project: Part 1–Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase the likelihood of obtaining meaningful results.
In this first component of the course project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the weekly Learning Resources to design your questions.
To prepare:
• Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for Week 2. Focus on the PICOT model for guiding the development of research questions.
• Review the section beginning on page of the course text, 75 titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
• Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
• Generate at least 5 questions that relate to the issue that you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
• Formulate a preliminary PICOT question—one that is answerable—based on your analysis. What are the PICOT variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
• Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.
To complete:
Write a 3- to 4-page paper that includes the following:
• A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
• The 5 questions that you have generated, and a description of how you analyzed them for feasibility
• Your preliminary PICOT question and a description of each PICOT variable relevant to your question
• At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
Part 1 of the Course Project is due by Day 7 of Week 2. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.
Reference:
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Course Project: Part 2—Literature Review
The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question that you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.
To prepare:
• Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
• Using the question that you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
• Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
• Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
To complete:
Develop a 2- to 3-page literature review that includes the following:
• A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
o Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
• Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
• Your literature review summary table with all references formatted in correct APA style
Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.
Part 2 of the Course Project is due by Day 7 of Week 5. It will also be a component in your portfolio assignment in this course, which is due by Day 7 of Week 10.
Course Project Part 3 – Translating Evidence Into Practice
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
• Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
• With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
• Explore possible consequences of failing to adopt the evidence-based practice that you identified.
• Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
• Restate your PICOT question and its significance to nursing practice.
• Summarize the findings from the articles that you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
• Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
• Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?
Part 3 of the Course Project is due by Day 7 of Week 10. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project.
For this final iteration you will need to:
• Submit your paper to Grammarly and Turnitin through the Walden Writing Center. Based on the Grammarly and Turnitin reports, revise your paper as necessary.
• Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.
Note: The Course Project will be your Portfolio Assignment for this course.
Nurs 6052 week 6 Assignments
Critique Template for a Qualitative Study
NURS 5052/NURS 6052
Week 6 Assignment: Application: Critiquing Quantitative, Qualitative, or Mixed Methods Studies (due by Day 7 of Week 7)
Date: FORMTEXT
Your name: FORMTEXT
Article reference (in APA style): FORMTEXT
URL: FORMTEXT
What is a critique? Simply stated, a critique is a critical analysis undertaken for some purpose. Nurses critique research for three main reasons: to improve their practice, to broaden their understanding, and to provide a base for the conduct of a study.
When the purpose is to improve practice, nurses must give special consideration to questions such as these:
· Are the research findings appropriate to my practice setting and situation?
· What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness?
· How might a proposed change in practice trigger changes in other aspects of practice?
To help you synthesize your learning throughout this course and prepare you to utilize research in your practice, you will be critiquing a qualitative, quantitative, or mixed-methods research study of your choice.
If the article is unavailable in a full-text version through the Walden University Library, you must e-mail the article as a PDF or Word attachment to your Instructor.
QUALITATIVE RESEARCH CRITIQUE
1. Research Issue and Purpose
What is the research question or issue of the referenced study? What is its purpose? (Sometimes ONLY the purpose is stated clearly and the question must be inferred from the introductory discussion of the purpose.)
2. Researcher Pre-understandings
Does the article include a discussion of the researcher’s pre-understandings? What does the article disclose about the researcher’s professional and personal perspectives on the research problem?
3. Literature Review
What is the quality of the literature review? Is the literature review current, relevant? Is there evidence that the author critiqued the literature or merely reported it without critique? Is there an integrated summary of the current knowledge base regarding the research problem, or does the literature review contain opinion or anecdotal articles without any synthesis or summary of the whole? (Sometimes the literature review is incorporated into the introductory section without being explicitly identified.)
4. Theoretical or Conceptual Framework
Is a theoretical or conceptual framework identified? If so, what is it? Is it a nursing framework or one drawn from another discipline? (Sometimes there is no explicitly identified theoretical or conceptual framework; in addition, many “nursing” research studies draw on a “borrowed” framework, e.g., stress, medical pathology, etc.)
5. Participants
Who were the participants? Is the setting or study group adequately described? Is the setting appropriate for the research question? What type of sampling strategy was used? Was it appropriate? Was the sample size adequate? Did the researcher stipulate that information redundancy was achieved?
6. Protection of Human Research Participants
What steps were taken to protect human research subjects?
7. Research Design
What was the design of the study? If the design was modeled from previous research or pilot studies, please describe.
8. Data Collection/Generation Methods
What methods were used for data collection/generation? Was triangulation used?
9. Credibility
Were the generated data credible? Explain your reasons.
10. Data Analysis
What methods were used for data analysis? What evidence was provided that the researcher’s analysis was accurate and replicable?
11. Findings
What were the findings?
12. Discussion of Findings
Was the discussion of findings related to the framework? Were those the expected findings? Were they consistent with previous studies? Were serendipitous (i.e., accidental) findings described?
13. Limitations
Did the researcher report limitations of the study? (Limitations are acknowledgments of internal characteristics of the study that may help explain insignificant and other unexpected findings, and more importantly, indicate those groups to whom the findings CANNOT be generalized or applied. It is a fact that all studies must be limited in some way; not all of the issues involved in a problem situation can be studied all at once.)
14. Implications
Are the conclusions and implications drawn by the author warranted by the study findings? (Sometimes researchers will seem to ignore findings that don’t confirm their expectations as they interpret the meaning of their study findings.)
15. Recommendations
Does the author offer legitimate recommendations for further research? Is the description of the study sufficiently clear and complete to allow replication of the study? (Sometimes researchers’ recommendations seem to come from “left field” rather than following obviously from the discussion of findings. If a research problem is truly significant, the results need to be confirmed with additional research; in addition, if a reader wishes to design a study using a different sample or correcting flaws in the original study, a complete description is necessary.)
16. Research Utilization in Your Practice
How might this research inform your practice? Are the research findings appropriate to your practice setting and situation? What further research or pilot studies need to be done, if any, before incorporating findings into practice to assure both safety and effectiveness? How might the utilization of this research trigger changes in other aspects of practice?
Nurs 6052 week 7 Assignments
Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods StudiesCritiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7 of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each.To prepare:Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your choice.Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article:Critique Template for a Qualitative StudyCritique Template for a Quantitative StudyCritique Template for a Mixed-Methods StudyConsider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,” how would you respond?To complete this Assignment:Complete the two critiques using the appropriate templates.Write a 2- to 3-page paper that addresses the following:Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.As you complete this Assignment, remember to:Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.Combine all three parts of this assignment into one Word document including both critique templates and the narrative with your references. Submit this combined document.Required ReadingsPolit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.Chapter 10, “Rigor and Validity in Quantitative Research”This chapter introduces the concept of validity in research and describes the different types of validity that must be addressed. Key threats to validity are also explored.Chapter 11, “Specific Types of Quantitative Research”This chapter focuses on the specific types of quantitative research that can be selected. The focus is on the purpose of the research rather than the research design. These include such approaches as clinical trials, evaluation research, health services and outcomes research, needs assessments, or replication studies.Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189.Retrieved from the Walden Library databases.The author of this article discusses the primary aspects of a prominent quantitative research design. The article examines the advantages and disadvantages of the design.Schultz, L. E., Rivers, K. O., & Ratusnik, D. L. (2008). The role of external validity in evidence-based practice for rehabilitation. Rehabilitation Psychology, 53(3), 294–302.Retrieved from the Walden Library databases.This article details the results of a study that sought to balance concern for rigor with concern for relevance. The authors of the article derive and determine a rating format for relevance and apply it to cognitive rehabilitation.Note: For the Discussion this week, you will need to read the method section of one of the following quasi-experimental studies. Refer to the details provided in the Week 6 Discussion area.Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18–25.Retrieved from the Walden Library databases.Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325–331.Retrieved from the Walden Library databases.Yuan, S.-C., Chou, M.-C., Hwu, L.-J., Chang, Y.-O., Hsu, W.-H., & Kuo, H.-W. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404–1,411.Retrieved from the Walden Library databases. Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htmThis resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers. Document: Critique Template for a Qualitative Study (Word document)Note: You will use this document to complete this week’s Assignment. Document: Critique Template for a Quantitative Study (Word document)Note: You will use this document to complete this week’s Assignment. Document: Critique Template for a Mixed-Methods Study (Word document)Note: You will use this document to complete this week’s Assignment.
Nurs 6052 week 8 Assignments
Course Project: Part 3—Translating Evidence Into Practice
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
(Link for part 1 – )
(Link for part 2 – )
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?
This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
Note: In addition, include a 1-page summary of your project.
You will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper.
For this final iteration, you will need to:
Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.
Please follow the belo link for Templates:
http://academicguides.waldenu.edu/writingcenter/templates
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 12, “Sampling in Quantitative Research”
This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan.
Chapter 13, “Data Collection in Quantitative Research”
Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures.
Chapter 22, “Sampling in Qualitative Research”
The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.
Chapter 23, “Data Collection in Qualitative Research”
This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes.
Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.
This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.
Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm
This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.
Media
Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author.
Note: The approximate length of this media piece is 4 minutes.
Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit.
Optional Resources
Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.
This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.
Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270.
Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49.
Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company.
Chapter 9, “Evaluation of Research Instruments and Experimental Conditions”
Nurs 6052 week 9 Assignments
Evolutionary Medicine (ANT4930 Section 4C44)
Course Info: Tuesdays 4 (10:40-11:30am) and Thursdays 4&5 (10:40am-12:35pm)
T: MAT 0009, R: TUR 1208H
Instructor: Stephanie Bogart, Ph.D.
Office: B137 Turlington Hall
Email: [email protected]
Office Hours: T 1-2:30pm, W 10:30am-12pm
Course Content: This is an interdisciplinary course discovering the evolutionary, cultural, and
environmental factors in the emergence and existence of human diseases with a focus on the
Darwinian (evolutionary medicine) examination of illness.
Course Objectives:
• To develop a deeper comprehension of the central and cross-disciplinary concepts of
human biology, which include, but are not limited to genetics, metabolic adaptations,
origins of human and pathogen diversity, as well as social behaviors; and how these
factors shape human medicine.
• To foster the students’ process of identifying, exploring, assessing and solving real world
problems through independent study and self-directed group projects that solidify their
understanding of the scientific method, and basic scientific principles.
• To demonstrate understanding of ecological and evolutionary processes including the
role of genetic variation, heredity, and natural selection as well as the implications these
processes have for the origins and evolution of modern humans and their biology.
• To place biological knowledge into a socio-cultural context, especially how biology can
contribute to the resolution of social, medical, and environmental issues.
Student Learning Outcomes:
• Identify, describe, explain, and apply factual, conceptual, and procedural knowledge in
human evolution relating to medicine and disease.
• To understand and apply the scientific method and develop critical thinking skills from an
evolutionary framework to investigate human variation in its biological, social, and
cultural dimensions.
• Integrate different sources and types of knowledge into holistic perspectives about
diseases and medicine.
• Develop skills in reading and facilitating discussions over recent primary scientific
literature, as well as public speaking skills.
Required Materials:
Principles of Evolutionary Medicine
by Gluckman, Beedle, Buklijas, Low, and Hanson (2016) Second Edition
Oxford University Press, ISBN: 978-0199663934
Grading: ***grades will not be rounded***
Midterm I (Week 5) 20%
Midterm II (Week 9) 20%
Midterm III (Finals week) 20%
Articles and Discussion
Article analysis 10%
Participation 10%
Project (Due Week 14) 20%
University of Florida Fall 2019
Letter grades assigned based on total percent of points according to normal grade scale
system. A = 93.0 or above; A- = 90-92.9; B+ = 87-89.9; B = 83-86.9; B- = 80-82.9; C+ = 77-
79.9; C = 73-76.9; C- = 70-72.9; D+ = 67-69.9; D = 63-66.9; D- = 60-62.9; E = <59.9
UF grading policy: https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies/
Midterms: Midterms will be non-cumulative, covering the material since the last exam (or
from the start of term for midterm I). The exam will consist of several types of questions:
fill-in-the-blank, multiple choice, and critical thinking essays. Make-up exams can be
scheduled only with proper documentation for an appropriate excuse.
Articles and Discussions: Articles will be assigned over the term. Students will write a
guided analysis (1 page max, Single-spaced) of EACH article and participate in studentled discussions, which will generally be during Thursday’s long period unless otherwise
noted. Article Analyses are to be uploaded to Canvas and are due by 10:30am the
day they will be discussed. The following elements should be in your analysis (each
article analysis is worth 10pts):
• What is the research question(s) and hypothesis?
• Consider the methodology & design: Which type of research design was used? What
are the advantages and disadvantages of using this design? How could you have
used other designs? What limitations can you recognize about the particular
methodology used in this article?
• Conclusions: Are the authors’ conclusions warranted based on the findings? Do you
agree with the conclusions of the paper? What are the strengths and limitations of
this study?
• Future: Think about how you would choose to follow up this research. What would be
the best next study to test this phenomenon?
• How do you cite and reference this article using APA style?
ALL students must read the articles and be prepared to discuss. Participation in
discussions of EVERY article is graded using the following guidelines:
0 – Unexcused absence or you fell asleep
1 – Made little to no effort to contribute (spoke once or not at all)
2 – Made few contributions (at least twice).
3 – Made many contributions (at least three times): asked questions, responded to
professor or other students, gave opinion, etc.
**If there are two articles discussed in one class period you will be graded for EACH
article, thus the total participation points for that particular day would be 6pts.**
Project: Students will work in small groups of two or three individuals. Each group will
choose a disease from a guided list to thoroughly investigate in terms of evolution,
previous and current treatments, genetic impacts/coevolution, and possible future
implications. Groups will present their findings during week 14. A handout with
further instructions will be presented in class. This project includes a mandatory
approval (5pts) for your topic at Week 6 (through Canvas) and a mandatory check-in
(10pts) with the professor at Week 13. During the check-in, your group should bring the
primary references you have found and a basic outline of your presentation. During the
meeting, you can address concerns about organization, citations, references, etc. This is
an opportunity to get input on finalizing your presentation (you should have half of it
done).
Requirements for class attendance and make-up exams, assignments, and other work in this
course are consistent with university policies that can be found at:
https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx
University of Florida Fall 2019
Absences and late assignments: Every effort should be made to attend class, however,
attendance is not a grade component. Should a student miss an assignment or discussion
participation a University approved absence must be met in order to make up the points. These
include: Military Service, death or serious illness in your immediate family, serious personal
injury or illness, official school related function (i.e. school sporting event) or attending to
academic conferences. You will be permitted to make up any missed points, should the
appropriate documentation be provided. It is the student’s responsibility to contact the instructor
and inform them of the emergency either before the class or within a 24-hour period
following the missed class. E-mails are strongly encouraged.
SCHEDULE: (Subject to revision)
Week & Dates Lecture Topic Textbook Chapter
WK 1: Aug 20 & 22 Intro & Evolution Medicine 1
WK 2: Aug 27 & 29 Evolution Basics 2
WK 3: Sept 3 & 5 Genetics & Development 3 & 4
WK 4: Sep 10 & 12 Life Histories & Human diversity
Article analysis & discussions
5 & 6
WK 5: Sep 17 & 19 T: Midterm I,
R: EM Principles and Pathways 7
WK 6: Sep 24 & 26 Disease – Reproduction
Article analysis & discussions
Group Project topic approval
8
WK 7: Oct 1 & 3 Disease – Reproduction & Nutrition
Article analysis & discussions
8 & 9
WK 8: Oct 8 & 10 Disease – Nutrition
Article analysis & discussions
9
WK 9: Oct 15 & 17 T: Midterm II, Disease – Coevolution 10
WK 10: Oct 22 & 24 Disease – Coevolution, infection, immunity
Article analysis & discussions
10
WK 11: Oct 29 & 31 Disease – Psychology & Behavior
Article analysis & discussions
11
WK 12: Nov 5 & 7 Disease – Psychology & Behavior, Cancer
Article analysis & discussions
11 & 12
WK 13: Nov 12 & 14 Disease – Cancer, Check in 12
WK 14: Nov 19 & 21 Student Presentations
WK 15: Nov 26 & 28 Medical Practice
Thanksgiving
13
WK 16: Dec 3 Society and Future 14
Midterm III: Thursday, December 12th 7:30-9:30am
Article Schedule:
Sept 12: Life History & Diversity
• Pontzer, H., Brown, M. H., Raichlen, D. A., Dunsworth, H., Hare, B., Walker, K., … &
Plange-Rhule, J. (2016). Metabolic acceleration and the evolution of human brain size
and life history. Nature, 533(7603), 390-393. doi:10.1038/nature17654
• Gluckman PD, Hanson MA, Low FM. 2019 Evolutionary and developmental mismatches
are consequences of adaptive developmental plasticity in humans and have implications
University of Florida Fall 2019
for later disease risk. Phil. Trans. R. Soc. B 374: 20180109.
http://dx.doi.org/10.1098/rstb.2018.0109
Sept 26: Reproduction
• Williams TC, Drake AJ. 2019 Preterm birth in evolutionary context: a predictive adaptive
response? Phil. Trans. R. Soc. B 374: 20180121.
http://dx.doi.org/10.1098/rstb.2018.0121
• Hu, H., Xiao, H., Zheng, Y., & Yu, B. B. (2019). A Bayesian spatio-temporal analysis on
racial disparities in hypertensive disorders of pregnancy in Florida, 2005–2014. Spatial
and spatio-temporal epidemiology, 29, 43-50. https://doi.org/10.1016/j.sste.2019.03.002
Oct 3 Reproduction and/or nutrition
• Adynski, H., Zimmer, C., Thorp Jr, J., & Santos Jr, H. P. (2019). Predictors of
psychological distress in low‐income mothers over the first postpartum year. Research in
nursing & health, 42(3), 205-216. DOI: 10.1002/nur.21943
• West-Eberhard, M. J. (2019). Nutrition, the visceral immune system, and the
evolutionary origins of pathogenic obesity. Proceedings of the National Academy of
Sciences, 116(3), 723-731.
Oct 10: Nutrition
• Chan, E. Y., & Zlatevska, N. (2019). Is meat sexy? Meat preference as a function of the
sexual motivation system. Food quality and preference, 74, 78-87.
https://doi.org/10.1016/j.foodqual.2019.01.008
• Skodje, G. I., Minelle, I. H., Rolfsen, K. L., Iacovou, M., Lundin, K. E., Veierød, M. B., &
Henriksen, C. (2019). Dietary and symptom assessment in adults with self-reported noncoeliac gluten sensitivity. Clinical nutrition ESPEN, 31, 88-94.
Oct 24: Coevolution
• Kim, K. H., Kabir, E., & Jahan, S. A. (2018). Airborne bioaerosols and their impact on
human health. Journal of Environmental Sciences, 67, 23-35.
• Abi-Rached, L., Jobin, M. J., Kulkarni, S., McWhinnie, A., Dalva, K., Gragert, L., … &
Kimani, J. (2011). The shaping of modern human immune systems by multiregional
admixture with archaic humans. Science, 334(6052), 89-94
Oct 31: Psychology and behavior
• Wu, X., Lu, Y., Zhou, S., Chen, L., & Xu, B. (2016). Impact of climate change on human
infectious diseases: Empirical evidence and human adaptation. Environment
international, 86, 14-23.
• Thompson, R. N., Thompson, C. P., Pelerman, O., Gupta, S., & Obolski, U. (2019).
Increased frequency of travel in the presence of cross-immunity may act to decrease the
chance of a global pandemic. Philosophical Transactions of the Royal Society
B, 374(1775), 20180274.
Nov 7: Cancer
• Rosenheim, J. A. (2018). Short‐and long‐term evolution in our arms race with cancer:
Why the war on cancer is winnable. Evolutionary applications, 11(6), 845-852.
• Koufaris, C. (2016). Human and primate‐specific microRNAs in cancer: Evolution, and
significance in comparison with more distantly‐related research models: The great
potential of evolutionary young microRNA in cancer research. BioEssays, 38(3), 286-
294.
Accommodation
Students with disabilities requesting accommodations should first register with the Disability
Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate
documentation. Once registered, students will receive an accommodation letter which must be
presented to the instructor when requesting accommodations. Students with disabilities should
University of Florida Fall 2019
follow this procedure as early as possible in the semester. Ideally, student accommodation
should be communicated to the Instructor before the end of AUGUST.
Course Evaluations – GatorEvals
Students in this class are participating in the new course evaluation system called GatorEvals.
The new evaluation system is designed to be more informative to instructors so that teaching
effectiveness is enhanced and to be more seamlessly linked to UF’s CANVAS learning
management system. Students can complete their evaluations through the email they receive
from GatorEvals, in Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/.
Please note your other classes this semester may be evaluated in the current GatorRater online
evaluation system at https://evaluations.ufl.edu . Thank you for serving as a partner in this
important effort.
Student Conduct and Academic Honesty and Integrity
UF students are bound by The Honor Pledge which states:
https://sccr.dso.ufl.edu/students/student-conduct-code/
We, the members of the University of Florida community,
pledge to hold ourselves and our peers to the highest
standards of honor and integrity by abiding by the Honor
Code. On all work submitted for credit by students at the
University of Florida, the following pledge is either required
or implied: “On my honor, I have neither given nor
received unauthorized aid in doing this assignment.”
Cheating, copying other’s work, plagiarism, and other acts of
academic misconduct are unethical. UF and the instructor
consider these to be serious offenses. The Honor Code specifies
a number of behaviors that are in violation of this code and the
possible sanctions. Furthermore, you are obligated to report any
condition that facilitates academic misconduct to appropriate
personnel. If you have any questions or concerns, please consult
with the Instructor
Harassment and Discrimination
“Harassment” is defined as conduct that (1) is of any type (written, oral, graphic, or physical), (2)
is directed towards or against a person because of their personal status (i.e., race, religion, sex,
sexual orientation, political affiliation, national origin, age, disability, marital status, pregnancy or
others), and that (3) unreasonably interferes with the individual’s work, education, or
participation in activities or programs at UF or creates a working or learning environment that a
reasonable person would find threatening. “Discrimination” is defined as a conduct that (1)
adversely affects any aspect of an individual’s employment, education, or participation in
activities or programs at UF, and (2) is based on one or more personal characteristics listed
above. Any student who feels that his/her rights have been violated may speak to the instructor
who will direct the complaint through the proper university channels, or the student may directly
file a complaint with UF Department of Human Resources.
Campus Resources
Students experiencing personal problems that are interfering with their academic performance
are encouraged to contact the Counseling and Wellness Center:
https://counseling.ufl.edu/about/location-hours-contact/
• Health and Wellness U Matter, We Care: If you or a friend is in distress, please contact
[email protected] or (352) 392-1575 so that a team member can reach out to the student.
• Counseling and Wellness Center: https://counseling.ufl.edu/, 392-1575
CLASS CONDUCT
No photography or recording
allowed during lecture
(without prior permission)
Cell phones should be off or
in silent mode
Use of a phone will result in
point deductions
Laptops are permitted ONLY
for notetaking
Use of social media, email, or
non-course related work will
result in point deductions
University of Florida Fall 2019
o Students experiencing personal problems that are interfering with their academic
performance are encouraged to contact the Counseling and Wellness Center.
Academic Resources
• E-learning technical support, 352-392-4357 (select option 2) or e-mail to
[email protected]. https://lss.at.ufl.edu/help.shtml
• Library Support, http://cms.uflib.ufl.edu/ask. Various ways to receive assistance with
respect to using the libraries or finding resources.
• Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing
papers. http://writing.ufl.edu/writing-studio
Nurs 6052 week 10 Assignments
NURS 5052/NURS 6052: Essentials of Evidence-Based Practice
Course Project Overview
Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice.
For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the course project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice.
Before you begin, review this document, which contains information about all three parts of the Course Project.
Note: This Course Project will serve as the Portfolio Assignment for the course. In addition to submitting portions of this Project in Weeks 2 and 5, you will turn in all three deliverables in Week 10.
Course Project: Part 1–Identifying a Researchable Problem
One of the most challenging aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase the likelihood of obtaining meaningful results.
In this first component of the course project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the weekly Learning Resources to design your questions.
To prepare:
• Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for Week 2. Focus on the PICOT model for guiding the development of research questions.
• Review the section beginning on page of the course text, 75 titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem.
• Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem.
• Generate at least 5 questions that relate to the issue that you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale.
• Formulate a preliminary PICOT question—one that is answerable—based on your analysis. What are the PICOT variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question.
• Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question.
To complete:
Write a 3- to 4-page paper that includes the following:
• A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice
• The 5 questions that you have generated, and a description of how you analyzed them for feasibility
• Your preliminary PICOT question and a description of each PICOT variable relevant to your question
• At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections
Part 1 of the Course Project is due by Day 7 of Week 2. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10.
Reference:
Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Course Project: Part 2—Literature Review
The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question that you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.
To prepare:
• Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
• Using the question that you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
• Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
• Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
To complete:
Develop a 2- to 3-page literature review that includes the following:
• A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
o Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
• Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
• Your literature review summary table with all references formatted in correct APA style
Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.
Part 2 of the Course Project is due by Day 7 of Week 5. It will also be a component in your portfolio assignment in this course, which is due by Day 7 of Week 10.
Course Project Part 3 – Translating Evidence Into Practice
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
• Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
• With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
• Explore possible consequences of failing to adopt the evidence-based practice that you identified.
• Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
• Restate your PICOT question and its significance to nursing practice.
• Summarize the findings from the articles that you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
• Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
• Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?
Part 3 of the Course Project is due by Day 7 of Week 10. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project.
For this final iteration you will need to:
• Submit your paper to Grammarly and Turnitin through the Walden Writing Center. Based on the Grammarly and Turnitin reports, revise your paper as necessary.
• Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.
Note: The Course Project will be your Portfolio Assignment for this course.
Nurs 6052 week 11 Assignments
Title of Your Paper Your Name Walden University Course number and section Date First you need to include a cover page with the usual elements except a running head as you are creating a flyer. Next you will provide a description of the health issue you selected. In order to get an excellent rating you need to include course and additional peer reviewed sources published in the last 5 years (journal articles). I would use peer reviewed sources to support the health issue and target audience I was addressing. Then you should describe your target audience (what population is the flyer intended for). Lastly you need to identify the search terms used to identify all sources (journal articles and creditable websites). Next, I would create a paragraph to identify the course and additional resources to create the flyer. Describe in a sentence the peer reviewed sources used to define the key terms. Describe in a sentence the peer reviewed sources used to describe the health issue to target audience. Describe in a sentence the course and other resources used to provide guidance on how to identify websites and resources with credible information on the health issue. You do not have to use peer reviewed and course resources for every section. You do need to use a blend of peer reviewed and course resources in the introduction section for an excellent rating. The information on this page is repeated on the first page of the sample flyer. I repeated it here to give you a blank page to insert your introduction to your flyer. You do not have to use this shell for your flyer. Please do not include the grading rubric in your flyer. THE FLYER HAS A RUBRIC SPECIFIC TO THE FLYER THAT INCLUDES A SECTION ON IDENTIFYING CREDIBLE WEBSITES. THIS SECTION IS NOT MENTIONED IN THE INSTRUCTIONS. YOU NEED TO SUBSTANTIAVELY ADDRESS HOW CONSUMERS CAN IDENTIFY CREDIBLE WEBSITES IN THE FLYER AS THIS SECTION IS WORTH 20 POINTS!! References Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40(3), 254-262. Good, M. (2003). Patient simulation for training basic and advanced clinical skills. Medical Education, 37, 14-21. Gordon, C., & Buckley, T. (2009). The effect of high-fidelity simulation training on medical-surgical graduate nurses’ perceived ability to respond to patient clinical emergencies. Journal of Continuing Education in Nursing, 40(11), 491-500. Please remember that the reference page should only include references cited in the body of your paper. You need to integrate additional resources and course readings in your paper, to earn an excellent rating you need to integrate 2 or more credible additional sources and 3-4 course resources into your application assignments. There are several important points covered in the “Guidance for Application Assignments” I wanted to highlight: The use of direct quotes is discouraged and should only be used when the source material uses language that is particularly striking or notable. The introduction should provide an overview of the topic, the purpose of the paper, and topics that will be addressed. Credible sources include scholarly peer-reviewed journal articles, evidence based resources, and professional (.org), educational (.edu), and government websites (.gov). Commercial websites (.com) are not considered credible sources. When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.
fresh_Vflyer_p1 Health Information Patient Handout
http://photos.prnewswire.com/prnvar/20140927/148766 Next, I would create a paragraph to identify the course and additional resources to create the flyer. Describe in a sentence the peer reviewed sources used to define the key terms. Describe in a sentence the peer reviewed sources used to describe the health issue to target audience. Describe in a sentence the course and other re sources used to provide guidance on how to identify websites and resources with credible information on the issue. You do not have to use peer reviewed and course resources for every section. You do need to use a blend of peer reviewed and course resources in the introduction section for an excellent rating. .Image result for health technology Includes a cover page and introduction for the flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources. (10 possible points) Evaluation rating: “To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas”. The s e criteria cover all sections of the required content except the writing sections. First you need to include a cover page with the usual elements except a running head as you are creating a flyer. Next you will provide a description of the health issue you selected. In order to get an excellent rating you need to include course and additional peer reviewed sources published in the last 5 years (journal articles). I would use peer reviewed sources to support the health issue and target audience I was addressing. Then you should describe your target audience (what population is the flyer intended for). Lastly you need to identify the search terms used to identify all sources (journal articles and creditable websites).
Finding Credible Website s Provides guidance on how to identify websites and resources with credible information on the issue (20 possible points) Here you would insert a short paragraph – bullet points describing how consumers can find credible web sites. You would insert another paragraph – bullet points describing criteria or principles to evaluate the credibility of health websites. You do not have to cite the resources in the flyer as you described them in the introduction. You might want to insert a link to website which can guide in locating credible websites. Health Issue Websites Recommends 4-5 websites with clear, valuable, and reliable information on the issue (10 possible points) Here you would provide the links to 4-5 websites. You would also provide a sentence or two describing each website. You many not use .com sites Writing used in Flyer (2 0 possible points) Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style. Be sure to include a reference page. Key Terms In the Flyer: Defines key terms in a way that is appropriate for the target audience (10 possible points) Here you would prove a list of key terms with definitions that are appropriate for the target audience. You do not have to cite the resources in the flyer as you described them in the introduction. Term 1 – Definition Term 2 – Definition Term 3 – Definition Term 4 – Definition Health Issue (Diabetes) Describes the health issue using language appropriate for the audience (20 possible points) Here you would insert a few paragraphs -bullet points describing the health issue you selected in appropriate language. You do not have to cite the resources in the flyer as you described them in the introduction . Writing used in Introduction (10 possible points) Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple , appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.fresh_Vflyer_p1 Nurs 6052 Assignments
