NUR3165 MDC Bachelors of Science
NUR3165 MDC Bachelors of Science
NUR3165 MDC Bachelors of Science
Article is provided. APA. 5 pages max not including title page and references. No plagiarism. Must pass turnitin. Follow rubric provided. A critique also contains comments about the positive and negative aspects of the study and the report of the study. The critique should be written as concisely as possible, no longer than five pages, typewritten, double-spaced. The paper should address all parts of the report equally, with strengths and weaknesses outlined where appropriate. Where possible, include suggestions for improvement.
Rubric
1. Is the research tradition for the qualitative study identified? If none was identified, can one be inferred? If more than one was identified, is this justifiable or does it suggest “method slurring”?
2. Does the study purpose match the study design? Was the best possible design (or research tradition) used to address the study purpose? Is the research question congruent with a qualitative approach and with the specific research tradition?
3. Is the design appropriate, given the research question? Does the design lend itself to a through, in-depth, intensive examination of the phenomenon of interest?
4. Does the report describe an explicit theoretical or conceptual framework for the study? If not, does the absence of a framework detract from the significance of the research or its conceptual integration?
5. Given the nature of the data, was the data analysis approach appropriate for the research design?
6. Is the category scheme described? If so, does the scheme appear logical and complete? Does there seem to be unnecessary overlap or redundancy in the categories? Were manual methods used to index and organize the data, or was a computer program used?
7. Did the report adequately describe the process by which the actual analysis was preformed? Did the report indicate whose approach to data analysis was used (e.g., Glaserian or Straussian, in grounded theory studies)?
8. What major themes or processes emerged? If excerpts from the data are provided, do the themes appear to capture the meaning of the narratives?
9. What evidence did the report provide that the analysis is accurate and replicable? Were data displayed in a manner that allows you to verify the researcher’s conclusions?
10. Did the analysis yield a meaningful and insightful picture of the phenomenon under study? Did the report give you a clear picture of the social or emotional world of study participants?
11. Which specific techniques (if any) did the researcher use to enhance the trustworthiness and integrity of the inquiry? Where these strategies used judiciously and to good effect? Given the efforts to enhance data quality, what can you conclude about the study’s validity/integrity/rigor/trustworthiness? Does the report adequately address the transferability of the findings?
12. Did the report discuss any study limitations and their possible effects on the credibility of the results or on interpretations of the data? Were results interpreted in light of findings from other studies? Did the researchers discuss the study’s implications for clinical practice or future research?
Article
Betts, K. J. (2016). Bachelors of Science in Nursing Students and a Qualitative Analysis of Their Medication Administration Experiences. Journal of Education and Practice, 7(27), 76–81. Retrieved from http://search.ebscohost.com.db16.linccweb.org/logi…
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
