Analyzing Published ResearchCriteriaRatingsPts

Problem

30 to >27 pts
Includes  all elements in a manner that is clearly understood. • Problem  description provides focus of the group’s work. • Significance of the  problem is clearly stated and supported by current evidence. • Purpose  of paper is clearly stated.

27 to >25 pts
Missing  only one element OR One element is not presented clearly • Problem  description provides focus of the group’s work. • Significance of the  problem is clearly stated and supported by current evidence. • Purpose  of paper is clearly stated.

25 to >22 pts
Missing  two elements OR One element is not presented clearly • Problem  description provides focus of the group’s work. • Significance of the  problem is clearly stated and supported by current evidence. • Purpose  of paper is clearly stated.

22 to >0 pts
Missing  two or more elements AND/OR One or more elements are not presented  clearly • Problem description provides focus of the group’s work. •  Significance of the problem is clearly stated and supported by current  evidence. • Purpose of paper is clearly stated.

/ 30 pts

Description of Findings: Summary

60 to >55 pts
Summary omits no more than one required item from the Evidence Matrix Table.

55 to >50 pts
Summary omits two or three required items from the Evidence Matrix Table.

50 to >45 pts
Summary omits four required items from the Evidence Matrix Table.

45 to >0 pts
Summary omits five or more required items from the Evidence Matrix Table.

/ 60 pts

Description of Findings: Description

60 to >55 pts
Description  includes ALL elements. • What concepts have been studied? • What  methods have been used? • Who are the participants or members of the  samples? • What instruments have been used? Did the authors describe the  reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

55 to >50 pts
Description  missing no more than one element. • What concepts have been studied? •  What methods have been used? • Who are the participants or members of  the samples? • What instruments have been used? Did the authors describe  the reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

50 to >45 pts
Description  missing no more than two elements. • What concepts have been studied? •  What methods have been used? • Who are the participants or members of  the samples? • What instruments have been used? Did the authors describe  the reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

45 to >0 pts
Description  missing three or more elements. • What concepts have been studied? •  What methods have been used? • Who are the participants or members of  the samples? • What instruments have been used? Did the authors describe  the reliability and validity? • How do you answer your original “the  purpose of this paper” question? Do the findings of the articles provide  evidence for your answers? If so, how? If not, what is still needed to  be able to answer your question? • What is needed for the next step?  Identify two questions that can help guide the group’s work.

/ 60 pts

Description of Findings: Conclusion

20 to >17 pts
Summary  paragraph includes ALL major findings from article. • Independently  extracts complex data from a variety of quantitative sources, presents  those data in summary form, makes appropriate connections and inferences  consistent with the data, and relates them to a larger context. •  Recognizes points of view and value assumptions in formulating  interpretation of data collected and articulates the point of view in a  given situation. • Identifies misrepresentations in the presentation of  quantitative data and the logical and empirical fallacies in inferences  drawn from data.

17 to >15 pts
Summary  paragraph omits ONE major finding from article. • Independently  extracts complex data from a variety of quantitative sources, presents  those data in summary form, makes appropriate connections and inferences  consistent with the data, and relates them to a larger context. •  Recognizes points of view and value assumptions in formulating  interpretation of data collected and articulates the point of view in a  given situation. • Identifies misrepresentations in the presentation of  quantitative data and the logical and empirical fallacies in inferences  drawn from data.

15 to >12 pts
Summary  paragraph omits TWO major findings from article. • Independently  extracts complex data from a variety of quantitative sources, presents  those data in summary form, makes appropriate connections and inferences  consistent with the data, and relates them to a larger context. •  Recognizes points of view and value assumptions in formulating  interpretation of data collected and articulates the point of view in a  given situation. • Identifies misrepresentations in the presentation of  quantitative data and the logical and empirical fallacies in inferences  drawn from data.

12 to >0 pts
Summary  paragraph omits THREE or MORE major findings from article. •  Independently extracts complex data from a variety of quantitative  sources, presents those data in summary form, makes appropriate  connections and inferences consistent with the data, and relates them to  a larger context. • Recognizes points of view and value assumptions in  formulating interpretation of data collected and articulates the point  of view in a given situation. • Identifies misrepresentations in the  presentation of quantitative data and the logical and empirical  fallacies in

/ 20 pts

Grammar, Spelling, Mechanics, and APA Format

30 to >27 pts
•  Length is three full pages. • Used appropriate APA format and is free  of errors. • Includes ALL headings and subheadings as instructed. •  Grammar, spelling, and mechanics are free of errors.

27 to >25 pts
•  Length is no more than one quarter page under or over. • Used  appropriate APA format, with one type of error. • Includes ALL headings  and subheadings as instructed. • Grammar, spelling, and mechanics have  one type of error.

25 to >22 pts
•  Length is no more than one half page under or over. • Used appropriate  APA format, with two types of errors. • Includes ALL headings and  subheadings as instructed. • Grammar, spelling, and mechanics have two  types of errors.

22 to >0 pts
•  Length is three quarters of a page or more under or over. • Attempts  made to use APA format; three or more types of errors are present. •  Includes ALL headings and subheadings as instructed. • Grammar,  spelling, and mechanics have three or more types of errors.

/ 30 ptsTotal Points: 0
 
 

 
    
 

NR449 Evidence Based Practice

Required Uniform Assignment: Analyzing Published Research
Purpose

The purpose of this paper is to interpret the two articles identified as most important to the group topic.

COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs #4
and #8)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence- based
practice. (POs #4 and #8)

DUE DATE
Refer to the course calendar for due date information. The college’s Late Assignment policy applies to this
activity.

TOTAL POINTS POSSIBLE: 200 POINTS REQUIREMENTS
The paper will include the following.

1. Clinical question
a. Description of problem
b. Significance of problem
c. Purpose of paper

2. Description of findings
a. Summarize basics in the Matrix Table as found in Assignment Documents in e-College.
b. Describe

i. Concepts
ii. Methods used
iii. Participants
iv. Instruments including reliability and validity
v. Answer to “Purpose” question vi. Identify next step for group

3. Conclusion of paper
4. Format

a. Correct grammar and spelling
b. Use of headings for each section

NR449 Evidence Based Practice
c. Use of APA format (sixth edition)
d. Page length: three pages

PREPARING THE PAPER
1. Please make sure you do not duplicate articles within your group.
2. Paper should include a title page and a reference page.

DIRECTIONS AND ASSIGNMENT CRITERIA

Assignment
Criteria

Points % Description

Clinical Question

30

15%

1. Problem is described: What is the focus of your group’s work?
2. Significance of the problem is described: What health outcomes result

from your problem? Or what statistics document this is a problem? You
may find support on websites for government or professional
organizations.

3. Purpose of your paper: What will your paper do or describe? “The purpose
of this paper is to . . .”

**Please note that although most of these questions are the same as
you addressed in paper 1, the purpose of this paper is different. You
can use your work from paper 1 for items 1 and 2 above, including
any suggestions for improvement provided as feedback. Item 3 above
should be specific to this paper.

Description of
Findings: Summary

60

30%

Summarize the basics of each article in a matrix table that appears in the
appendix.

Description of
Findings:

Description
60 30%

Chamberlain College of Nursing NR449 Evidence-Based Practice

Evidence Matrix Table

Article

Reference

Purpose

Hypothesis

Study Question

Variables

Independent(I)

Dependent(D)

Study Design

Sample

Size and Selection

Data Collection

Methods

Major Findings

1

(sample not a real article)

Smith, Lewis (2013),

What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.

How do educational support groups effect dietary modifications in patients with diabetes?

D-Dietary modifications

I-Education

Qualitative

N- 18

Convenience sample-selected from local support group in Pittsburgh, PA

Focus Groups

Support and education improved compliance with dietary modifications.

1

2

3

4

5

NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs

1