Specifications for Annotated Bibliography

Your annotated bibliography (20 points) must have eight entries, one for each source. Each entry is worth 2.5 points and needs to include:

· Reference entry (must be in proper APA format)  (.5 points per entry)

· Annotation which includes:

· Summary of source content & overview of argument (.5 points per entry)

· Evaluation of content: bias & objectivity (.5 points per entry)

· Evaluation of source: author(s) & publication (.5 points per entry)

· Relevance to your paper topic (.5 points per entry)

Color-Coded Examples

Fitzpatrick, J. (2016). Helping nursing students develop and expand their emotional intelligence. Nursing Education Perspectives 37(3), 124. doi:10.1097/01.NEP.0000000000000020

Fitzpatrick discusses the need for nurses to have emotional intelligence (EI). This assertion is backed by evidence from previous studies. Fitzpatrick’s study focuses on the way in which nursing students’ emotional intelligence can be developed through reflective writing. The study was conducted at multiple nursing colleges using objective data from EI test scores. Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, is a reputable scholar in her field as she is the Elizabeth Brooks Ford Professor of Nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University. Additionally, the journal is peer-reviewed, so the source is sound. Fitzpatrick does not present any observable bias in her study. Through results of the study, Fitzpatrick reveals that nursing students’ EI can be improved through her prescribed methodology for guided reflection. This source is applicable and valuable to my research, as it reinforces the need for EI and the benefits of reflective writing.

Gustin, L. W. and Wagner, L. (2012). The butterfly effect of caring: Clinical nursing teachers’ understanding of self-compassion as a source to compassionate care. Scandinavian Journal of Caring Sciences 27(1), 175-183. doi:10.1111/j.1471-6712.2012.01033.x

Gustin and Wagner present the “butterfly effect” of how nursing students learning self-compassion translates to them giving more compassionate care to their patients. Their study is qualitative and does not appear to contain any bias. Lena Wiklund Gustin PhD, RN is an Associate Professor of the School of Health, Care, and Social Welfare at Mälardalen University, and Lynne Wagner EdD, MSN, RN is a Nurse Consultant and Nurse Educator at Watson Caring Science Institute.  Additionally, the publication is a peer-reviewed journal; therefore, the source is sound. This source is very relevant to my research because the main focus of my paper is the need for nurses to have an ethic of self-care in order to be effective health care providers. 

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Annotated Bibliography for Potential Title of Your Paper

Your Name

Methodist College

Course Number: Course Title

Instructor

Due Date


Annotated Bibliography for Potential Title of Your Paper


Fitzpatrick, J. (2016). Helping nursing students develop and expand their emotional intelligence. Nursing Education Perspectives 37(3), 124. https://doi.org/10.1097/01.NEP.0000000000000020

Fitzpatrick discusses the need for nurses to have emotional intelligence (EI). This assertion is backed by evidence from previous studies. Fitzpatrick’s study focuses on the way in which nursing students’ emotional intelligence can be developed through reflective writing. The study was conducted at multiple nursing colleges using objective data from EI test scores. Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, is a reputable scholar in her field as she is the Elizabeth Brooks Ford Professor of Nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University. Additionally, the journal is peer-reviewed, so the source is sound. Fitzpatrick does not present any observable bias in her study. Through results of the study, Fitzpatrick reveals that nursing students’ EI can be improved through her prescribed methodology for guided reflection. This source is applicable and valuable to my research, as it reinforces the need for EI and the benefits of reflective writing.

Gustin, L. W. and Wagner, L. (2012). The butterfly effect of caring: Clinical nursing teachers’ understanding of self-compassion as a source to compassionate care. Scandinavian Journal of Caring Sciences 27(1), 175-183. https://doi.org/10.1111/j.1471-6712.2012.01033.x

Gustin and Wagner present the “butterfly effect” of how nursing students learning self-compassion translates to them giving more compassionate care to their patients. Their study is qualitative and does not appear to contain any bias. Lena Wiklund Gustin PhD, RN is an Associate Professor of the School of Health, Care, and Social Welfare at Mälardalen University, and Lynne Wagner EdD, MSN, RN is a Nurse Consultant and Nurse Educator at Watson Caring Science Institute. Additionally, the publication is a peer-reviewed journal; therefore, the source is sound. This source is very relevant to my research because the main focus of my paper is the need for nurses to have an ethic of self-care in order to be effective health care providers.

Annotated Bibliography

An annotated bibliography provides specific information about each source you have used. As a researcher, you have become an expert on your topic: you have the ability to explain the content of your sources, assess their usefulness, and share this information with others who may be less familiar with them. Think of your paper as part of a conversation with people interested in the same things you are; the annotated bibliography allows you to tell readers what to check out, what might be worth checking out in some situations, and what might not be worth spending the time on. It is kind of like providing a list of good movies for your classmates to watch and then going over the list with them, telling them why this movie is better than that one or why one student in your class might like a particular movie better than another student would. You want to give your audience enough information to understand basically what the movies are about and to make an informed decision about where to spend their money based on their interests.

What does an annotated bibliography do?

A good annotated bibliography:

· encourages you to think critically about the content of the works you are using, their place within a field of study, and their relation to your own research and ideas

· proves you have read and understand your sources

· establishes your work as a valid source and you as a competent researcher

· situates your study and topic in a continuing professional conversation

· provides a way for others to decide whether a source will be helpful to their research if they read it

· could help interested researchers determine whether they are interested in a topic by providing background information and an idea of the kind of work going on in a field

APA

APA does not have an official format for annotated bibliographies. Methodist College has established the following format:

· format the entire document as you would an APA paper, with a title page, etc.

· format the bibliographic citation for each source as you would a reference entry in APA format

· after the bibliographic citation, drop down to the next line to begin the annotation, but do not skip an extra line

· indent the annotation one tab

· MC has created a template to aid you in the formatting of your annotated bibliography

Critical & Evaluative Annotations

When creating a critical and evaluation annotation for a source, you need to:

· sum up the content of the source, as a book report might

· give an overview of the arguments and proofs/evidence addressed in the work and note the resulting conclusion

· evaluate the source or author critically (biases, lack of evidence, objectiv

ANNOTATED BIBLIOGRAPHY 2

Specifications for Annotated Bibliography

Your annotated bibliography (20 points) must have eight entries, one for each source. Each entry is worth 2.5 points and needs to include:

· Reference entry (must be in proper APA format) (.5 points per entry)

· Annotation which includes:

· Summary of source content & overview of argument (.5 points per entry)

· Evaluation of content: bias & objectivity (.5 points per entry)

· Evaluation of source: author(s) & publication (.5 points per entry)

· Relevance to your paper topic (.5 points per entry)

Color-Coded Examples

Fitzpatrick, J. (2016). Helping nursing students develop and expand their emotional intelligence. Nursing Education Perspectives 37(3), 124. doi:10.1097/01.NEP.0000000000000020

Fitzpatrick discusses the need for nurses to have emotional intelligence (EI). This assertion is backed by evidence from previous studies. Fitzpatrick’s study focuses on the way in which nursing students’ emotional intelligence can be developed through reflective writing. The study was conducted at multiple nursing colleges using objective data from EI test scores. Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, is a reputable scholar in her field as she is the Elizabeth Brooks Ford Professor of Nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University. Additionally, the journal is peer-reviewed, so the source is sound. Fitzpatrick does not present any observable bias in her study. Through results of the study, Fitzpatrick reveals that nursing students’ EI can be improved through her prescribed methodology for guided reflection. This source is applicable and valuable to my research, as it reinforces the need for EI and the benefits of reflective writing.

Gustin, L. W. and Wagner, L. (2012). The butterfly effect of caring: Clinical nursing teachers’ understanding of self-compassion as a source to compassionate care. Scandinavian Journal of Caring Sciences 27(1), 175-183. doi:10.1111/j.1471-6712.2012.01033.x

Gustin and Wagner present the “butterfly effect” of how nursing students learning self-compassion translates to them giving more compassionate care to their patients. Their study is qualitative and does not appear to contain any bias. Lena Wiklund Gustin PhD, RN is an Associate Professor of the School of Health, Care, and Social Welfare at Mälardalen University, and Lynne Wagner EdD, MSN, RN is a Nurse Consultant and Nurse Educator at Watson Caring Science Institute. Additionally, the publication is a peer-reviewed journal; therefore, the source is sound. This source is very relevant to my research because the main focus of my paper is the need for nurses to have an ethic of self-care in order to be effective health care providers.

Name: Olubunmi Salako

Date: 1/26/2021

Identification of Scenario & Proposal for Integration of Coursework

Identify the leadership scenario you have chosen for the assignment: Scenario #3: Patient Education & Services

Integration of Coursework

For this assignment, you are to integrate knowledge, content, and/or skills learned in your non-clinical nursing and general education courses. You must use two non-clinical nursing courses, with at least one being an upper-division course. You must also use two general education courses, with at least one being an upper division course. (Note, if any of the courses were not taken at Methodist College, you will need to provide a syllabus for the that course with this assignment.) You will use the knowledge, content, and/or skills from your chosen courses to help you make an argument for the benefits of a BSN for a nurse leaders and to help you devise and carry out a solution to the problem in the scenario.

1. Non-Clinical Nursing Course

Course number & title:N211: Standards of Nursing Practice

Course content to be used: I intend to use the nursing ethical principles of totality and integrity and the principle of beneficence in my scenario analysis. I will use these principles to justify to the charge nurse why it is essential to show compassion and consider J.B’s needs and concerns when offering medication, education, and therapies. Also, I will use these principles when preparing my plan of action.

2. Non-Clinical Nursing Course

Course number & title: N431: Health Policy

Course content to be used: In this course, I learned key healthcare components such as organization and financing of patient care services. I also learned how reimbursements are structured. I plan to use this knowledge to identify health issues affecting J.B and advocate for appropriate healthcare policies to advance his needs. Also, I will strive to determine processes that can be influenced by advocacy groups, healthcare professionals, and governments to help J.B and patients with similar concerns. I will also use the knowledge acquired during this coursework to explore how J.B’s socio-cultural practices, legal, political, and economic factors impact healthcare delivery, and practice. I will participate in political processes as well as grassroots legislative initiatives to influence healthcare policy that provides the needs of aged patients such as J.B. Most importantly; I will take into account the impacts of healthcare policies on various issues such as access, equity, social justice, as well as affordability in healthcare delivery when developing my plan of action.

3. General Education Course

Course number & title: HS 200: Introduction to Informatics for Healthcare Professionals

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