NURS 6003 Assignment Part 4: Research Analysis

NURS 6003 Assignment Part 4: Research Analysis

NURS 6003 Assignment Part 4: Research Analysis

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NURS 6003 Assignment Part 4: Research Analysis
Nurses are accountable for engaging issues arising from global health. However, limited research has been conducted from a sustainability approach, therefore, relevant empirical and theoretical studies such as the article by Sherman et al. (2018) are necessary. I would recommend this article to inform nursing practice since nursing education must radically change to meet the new requirements that accompany climate change. Besides, there is need for a sustainability curriculum in the nursing education (Rich, Singleton & Wadhwa, 2018; Agwunobi & Osborne, 2019). Essentially, nurses should perform tasks in such a way to preserve and protect the environment. Climate change and ensuing environmental concerns must therefore be incorporated into the modern healthcare management.
Step 2: Summary of Analysis
            Extensive literature search is my strategy to identifying peer-reviewed studies. I examined all the uses of the sustainability concepts with the following question as a guide: What are the types and application of sustainability concepts? Data was derived from different sources such as documents found in literature database searches and international healthcare organizations. Foremost, English-language dictionary was used to find a deeper linguistic understanding of the concept. Next, I searched documents from the World Health Organization, United Nations, International Council of Nurses and the Red Cross. Therefore, the strategy that I find useful in finding peer-reviewed articles is to use a database that is specific to an area of study. The final searches were conducted in the MEDLINE and CINAHL databases using the keywords: environmental health, sustainability, environmental medicine, nursing, health, nursing care, and sustainable. Other documents, literatures, and dictionaries included in the process of research are located in the school library.
References
Agwunobi, A. C., & Osborne, P. (2019). An insider’s guide to working with healthcare consultants. Chicago, IL: Health Administration Press.
In Melnyk, B. M., & In Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice.            Philadelphia: Wolters Kluwer.
Mantas, J., & Sonicki, Z. (2018). Decision support systems and education: Help and support in healthcare. Amsterdam: IOS Press.
Rich, C. R., Singleton, J. K., & Wadhwa, S. S. (2018). Sustainability for healthcare management: A leadership imperative. Abingdon, Oxon; New York, NY: Routledge.
Sherman, J. D., Thiel, C., MacNeill, A., Eckelman, M. J., Dubrow, R., Hopf, H., Lagasse, R., … Bilec, M. M. (October 01, 2020). The Green Print: Advancement of Environmental Sustainability in Healthcare. Resources, Conservation and Recycling, 161, 104882. https://doi.org/10.1016/j.resconrec.2020.104882
Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Hence research analysis skills are critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:

• Reflect on the strategies presented in the Resources this week in support of locating and analyzing research.
• Use the Walden Library to identify and read one peer-reviewed research article focused on a topic of interest to you in your specialty field.
• Review the article you selected and reflect on the professional practice use of theories/concepts as described by the article

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

• Clearly identify the topic of interest you have selected.
• Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details.
• Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article.
• Provide a clear and accurate analysis of the article using the Research Analysis Matrix section of the template.
• Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources.
• Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
  • Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.
  • Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
  • Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.
  • Integrate at least one outside resource and 2-3 course specific resources to fully support your summary.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.
By Day 7
Submit your analysis, including your competed section of the Academic Success and Professional Development Plan Template sections including your matrix and summary.
Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
• Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria
To access your rubric:
Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7
To submit your Assignment:
Week 4 Assignment
Introduction to Scholarly Writing: Purpose, Audience, and Evidence Program Transcript
 
MALE SPEAKER: We all have experience writing. Emails to family or friends. Work memos. Perhaps even a fictional short story or script. As different as they may seem, all of these share something in common. They’re written with a purpose and audience in mind.

Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence.

Scholarly writing is material written for a specific purpose to a specific audience. It’s based on evidence, not assumptions or opinions. It’s objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you’ve learned about a topic.

At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff, and classmates, and all are members of the larger scholarly community. They’re critical readers who expect writers to be objective with the words they use and the ideas they present.

A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective?

It’s daytime. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They’re both looking at a computer screen.

Now, use your imagination. Can you make assumptions about the relationship between these two people or what they might be doing? Perhaps he’s her boss, and he’s in charge. Or he’s teaching her something. Or perhaps they’re colleagues.

Now, in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what’s happening in these photos. We need evidence.

This is the important task of scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It’s not always easy. It’s natural to bring experience and frame of reference to everything we do.

But successful scholarly writing requires researching and presenting information objectively to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn’t have a place in scholarly writing.

But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements.

Experience can inform your viewpoint and fuel your passion toward a subject, but you must remember that experience can also filter your perspective. So even with years of professional experience, it’s important as a scholar-practitioner to remain unbiased, and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic.

Finally, scholarly writing requires practice. Remember to keep your academic audience in mind, stay focused on the purpose of your writing, and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well.
They are here to help you. Good luck in your degree program.