HNB3123 Working with Evidence 2017 Assessment 2- Essay- journal critique Number of words : 1200 Weight: 30% Due date: Sunday April 29 11.55pm This is an academic essay. You are required to conduct a...

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HNB3123 Working with Evidence 2017






Assessment 2-Essay- journal critique






Number of words: 1200






Weight:
30%






Due date:
Sunday April 29 11.55pm





This is an academic essay. You are required to conduct a critical appraisal of a primary research paper. Two papers are provided and you choose one (either quantitative or qualitative).




You should follow the format of an academic essay and use well-structured headings (for example, as you see in a journal article). Headings are signposts and give clarity to writing.




We suggest the critical appraisal has headings for the following areas:






  1. Introduction

  2. The research problem and its significance

  3. The research design and the methods.

  4. Findings and their relevance to contemporary nursing policy and practice

  5. Conclusion




It is important you refresh your learning about academic essay writing and refer to the marking guide (assessment rubric). A range of resources to assist with Assessment 2 have been provided in VU collaborate. This includes information about how to write critically, how to write an introduction and conclusion. The following links are very useful.




Help is available at this link. If you would like more help with your academic writing, visit the Writing Space and chat to
Student Writing Mentors
about your assignment.




The critical appraisal will be marked on the following areas:



  • Introduction

  • Grammar, spelling and punctuation

  • Sentence, paragraph structure & APA format

  • Sequence and organisation of answer

  • Closing paragraph(s)/ conclusion

  • The research problem and its significance

  • The research design and the methods.

  • Findings and their relevance to contemporary nursing policy and practice

  • Critical analysis.

  • Sources and referencing

  • Conclusion




Read the marking criteria when planning and writing the critical appraisal




There should be evidence of critical analysis of the research not just a gathering of information.





Select one of these original research articles to address the questions:




Kim, Chul-Gyu, Bae, Kyun-Seop, Relationship Between Nurse Staffing Level and Adult Nursing-Sensitive Outcomes in Tertiary Hospitals of Korea: Retrospective Observational Study. International Journal of Nursing Studies https://doi.org/10.1016/j.ijnurstu.2018.01.001






OR




Smeulers, M., Onderwater, A. T., Zwieten, M. C., & Vermeulen, H. (2014). Nurses' experiences and perspectives on medication safety practices: an explorative qualitative study.Journal of nursing management,22(3), 276-285..





Students are referred to relevant Victoria University assessment policies. Especially note the VU policy regarding criteria for
special consideration
and the documents you need to provide to support your application for an
extension.










Students should take account the following requirements:



Essays submitted after 5 days will not be accepted or marked.


Every essay is checked for plagiarism. Make and keep a full copy of all work submitted for assessment.


This is an academic essay so dot points will not be accepted -i.e. use sentences.






The essay should be written and presented in a scholarly manner


Double-space


Include a title page with your name.


Include accurate and systematic in-text referencing and a bibliography using APA Referencing: The essay should have a Reference List that includes at least 6 references:



  • At least one research textbook;

  • At least five journal articles published between 2012-2018.


Students are referred to relevant Victoria University assessment policies.




See also relevant VU policy regarding criteria for
special consideration
and the documents you need to provide to support your application for an
extension. Inquiries about his process to the subject Coordinator

only before the due date.




The word limit for the critical appraisal is 1200 words. There will be a 5% deduction for every 10% above or below the word limit




There are serious penalties for late submission and word limit infractions-Refer to University policies on submission guidelines. Essays submitted after 5 days will not be accepted or marked. Make and keep a full copy of all work submitted for assessment.











WORKING WITH EVIDENCE: ESSAY FEEDBACK SHEET (Marking guide or Assessment rubric)



This is the marking guide (assessment rubric) for Assessment 2 Essay - Journal Critique. Read this guide carefully as it has important information on how marks will be distributed. Also, when your essay is marked, the marking guide provides you with comprehensive feedback on areas where you have either excelled or need to improve. Note that if you are not happy you have the right to ask for a remark. But please note the procedures to be followed as outlined in this guide.











































































































Criteria




Performance Indicators







Exceptional



Above Average



Meets Expectations



Needs Improvement



Not Adequate




Introduction



5 marks



The introduction clearly outlines the topic and sketches the scope, content and the sequence of the essay topic (5 marks)



The introduction clearly outlines the topic, and sketches the content and the sequence of the essay topic


(4 marks)



The introduction clearly outlines the topic and the content area to be covered


(3 marks)



There is an attempt to make an introductory sentence that outlines the topic (2 marks)



The topic is stated though an outline of the topic is not provided


(1 mark)




The research problem and its significance



5 marks



Exceptional description of the research problem, and its significance


(5 marks)



Adequate description of the research problem, and its significance


(4 marks)



Partially able to describe the research problem, and its significance (3 marks)



Limited knowledge of both the research problem, and its significance (2 marks)



Lacks knowledge. Unable to describe the research problem, and its significance (1 mark)




The research design and the methods



10 marks



Comprehensive overall knowledge of the research design (methodology). Competently discusses the setting, how data were collected, the sample size and instruments used (10 marks)



Adequate knowledge of the research design (methodology). Mostly provides discussion of the setting, how data were collected and instruments used


(8 marks)



Partial knowledge of the research design (methodology). Incomplete discussion of the setting, how data were collected and the instruments used


(6 marks)



Limited knowledge of the research design (methodology). Attempted discussion of the setting and how data were collected and the instruments used


(4 marks)



Inaccurate knowledge of the research design (methodology). Discussion of the setting, how data were collected, the sample size and the instruments used is inaccurate or absent


(2 marks)




Findings and their relevance to contemporary nursing policy and practice



5 marks





Comprehensive understanding of the study’s relevance to nursing practice and policy.


Comprehensive discussion of the main findings. Uses evidence to show comparison with the findings of other studies (5 marks)



Adequate understanding of the study’s relevance to nursing practice and policy.


Adequate discussion of the main findings and provide evidence of comparison with the findings of other studies


(4 marks)



Minimal understanding of the study’s relevance to nursing practice and policy.


Able in some areas to discuss the main findings and provide evidence of comparison with the findings of other studies (3 marks)



Some understanding of the study’s relevance to nursing practice and policy.



Able in very few areas to discuss the main findings and provide evidence of comparison with the findings of other studies (2 marks)



Unable to demonstrate clear understanding of relevance to nursing practice and policy.


Unable to discuss the main findings and provide evidence of comparison with the findings of other studies


(1 mark)




Closing paragraph(s)/ conclusion



5 marks



There is a concluding paragraph that restates the topic, provides a summary of all key points, and presents an overall conclusion


(5 marks)



There is a concluding paragraph that restates the topic, provides a summary of most key points, and presents an overall conclusion


(4 marks)



There is a concluding paragraph that restates the topic, provides a summary of
most
key points (3 marks)



There is a concluding paragraph that restates the topic, and provides a summary of some
key points (2 marks)



There is a concluding paragraph that restates the topic, but lacks sufficient detail with regard to a summary of key points (1 mark)




Critical analysis



10 marks



Evidence of critical analysis throughout. Ideas are always supported with evidence from primary* research literature (10 marks)



Adequate evidence of critical analysis. Ideas are mostly supported with evidence from primary research literature (8 marks)



Some evidence of critical analysis. Ideas are sometimes supported with evidence from primary research literature (6 marks)



Some evidence of critical analysis thought. Use of evidence from primary research literature is minimal


(4 marks)



Lacks critical thought or analysis or reference to theory (2 marks)




Grammar, spelling and punctuation



5 marks



Excellent writing style with clear meaning. There are minimal errors with grammar, spelling, and the writing is clear and coherent (5 marks)



Meaning apparent and discernible, but language may not always flow well. Some errors in grammar, spelling and punctuation (4 marks)



Substantial errors with grammar, spelling and punctuation. The errors detract from the overall meaning but the meaning is discernible (3 marks)



Substantial errors with grammar, spelling and punctuation. The errors detract from the overall meaning but the meaning is discernible but only after the reader makes considerable effort (2 marks)



Substantial errors with grammar, spelling and punctuation with the errors detracting significantly from the meaning (1 mark)




Sentence, paragraph structure & APA format



5 marks



Writing is well organised into paragraphs and in text information in the paragraphs relates to a discreet idea. Paragraphs have well-structured topic sentences. Linking sentences are provided that link most paragraphs to the next. Accurate use of APA formatting style used in text (5 marks)



Writing shows paragraph organisation. Mostly appropriate information is organised in the paragraphs. Paragraphs are developed that relate to a discreet idea. The paragraphs mostly link to each other. APA in text referencing is mostly accurate


(4 marks)



The writing is organised into paragraphs and most information is well organised within paragraphs. Paragraphs do not always link to one another but most paragraphs relate to a discreet idea. APA in text referencing is mostly accurate (3 marks)



Information is not well organised in paragraphs.


APA in text referencing is accurate on some occasions


(2 marks)



The writing is organised into paragraphs but the information is not organised appropriately within the paragraph. There is poor or lack of transition between paragraphs. Many inaccuracies in APA formatting (1 mark)




Sequence and organisation of answer



5 marks



The essay content reflects the outline mentioned in the introduction. Most paragraphs are organised in a logical manner with exceptional transition between paragraphs and ideas. The essay ends with a well-founded conclusion


(5 marks)



Good organisation of answer that mostly reflects the outline mentioned in the introduction. Most paragraphs are organised in a logical manner. The essay ends with a well-founded conclusion


(4 marks)



There is a clear introduction followed by the body of the essay with a conclusion. However, content within the body and within paragraphs is not always logically sequenced. Some organisation of answer. Has identified some of the key concepts and their relationship (3 marks)



Poor organisation. Some attempt to organise answer in a logical manner but little evidence of sequential presentation of information


(2 marks)



Disorganised and incoherent organisation. Answer does not follow any logical sequence. There is not a clear introduction, body and conclusion (1 mark)




Sources and referencing



5 marks



Highly relevant references used. Accurate use of APA referencing style. In text citation formats show good development and variation (5 marks)



Relevant references used. Accurate use of APA referencing style. In text citation formats show some development and variation (4 marks)



Most references are relevant. Accurate use of APA style on most occasions. In text citation formats show limited development and variation


(3 marks)



Most references are relevant. Mostly accurate with APA format. There is no variation with in text citation format


(2 marks)



Not all references are relevant. Many inaccuracies with APA style (1 mark)




Total




60 marks












*What is primary research? Answer: It is research reported in journal papers where there is a design, with data collection and analysis of findings. Discussion papers and commentaries are not primary research. Avoid use of secondary references.










Assessment 3 (60 multi-choice questions examination week commencing June 4th. You must be available for the examination period as outlined on the academic calendar. You will be notified about the time and date of your examination via the VU examinations office.









END OF DOCUMENT


Answered Same DayApr 21, 2020HNB3123

Answer To: HNB3123 Working with Evidence 2017 Assessment 2- Essay- journal critique Number of words : 1200...

Soumi answered on Apr 22 2020
154 Votes

Running head: CRITICAL APPRISAL
(
CRITICAL APPRISAL
) (
1
)
WORKING WITH EVIDENCE 2017— ESSAY- JOURNAL CRITIQUE
(CRITICAL APPRISAL)
Name of the Student:
Name of the University:
Table of Contents
1. Introduction    2
2. The Research Problem and its Significance    2
3. The Research Design and the Methods    3
4. Findings, their Relevance to Nursing Policy and Practice    3
5. Conclusion    4
References    5
1. Introduction
Medication management refers to the patient-centred care, which helps in optimising safe and effective drug therapy. Care can be provided via collaboration with service users and the health care team. According to Kim and Bae (2018), introduction is the initial part of a research paper that helps the readers to understand the entire concept of the research. An introduction plays a significant role in case of research paper. However, the paper by Smeulers, Onderwater, Zwieten and Vermeulen (2014) has no appropriate introduction which needs to be developed so that the readers can understand the perspective of the researchers and concept of the research. This can provide strength to the paper. On the other hand, Vaismoradi, Jordan, Turunen and Bondas (2014) mentioned that the research paper has aim and background that is a str4ong point of the paper. The main aim of the paper is exploring the experiences and perspectives of nurses to prevent administration errors of medication.
2. The Research Problem and its Significance
In the article by Smeulers, Onderwater, Zwieten and Vermeulen (2014), the researchers have not shown the research problem. As mentioned by Sahay, Hutchinson and East (2015), the paper, which has a clearly defined research problem, can be beneficial to understand the purpose of the research and it is also beneficial for the further research. On the other hand, Parry, Barriball and While (2015) stated that the paper do not have appropriate introduction that needs to be developed. The background of the study insights into the experiences and perspectives of the nurses to prevent the medication administration error that can be utilised for tailoring and implementing the safety practices in the Healthcare setting. However, the background of the study needs to be precise to develop the research problem appropriately that can provide strength to the paper. In case of the article by Smeulers, Onderwater, Zwieten and Vermeulen (2014), the background of the study needs to be elaborated so that it can develop a clear picture of the study.
Lavin, Harper and Barr (2015) mentioned that in case of a research article, research problem has deep significance that provides strength to the article. In case of the paper by Smeulers, Onderwater, Zwieten and Vermeulen (2014), the researchers have not mentioned the research problem but the paper has well defined aim. On the other hand, Tanner, Gans, White, Nath and Pohl (2015) argued that the aim of a paper sometimes can help to develop the research problem. The paper helps in exploring the experiences of the nurses with the perspectives to prevent the medication administration errors. From the aim, it can be said that the healthcare setting is facing problem regarding medication administration errors by the nurses, which needs to be improved. Hence, the nurses need proper training to develop their knowledge and skills regarding safety practice so that medication administration errors can be prevented to develop the quality of healthcare system. In this case, the paper has various weaknesses, which need to be developed (Adhikari, Tocher, Smith, Corcoran & MacArthur, 2014).
3. The Research Design and the Methods
For the particular research paper by Smeulers, Onderwater, Zwieten and Vermeulen (2014), the researchers have selected descriptive research. By using this research design, the researchers are able in driving new knowledge as well as information about the research and the researchers have described the events within the research dimension under consideration. In this regard, Kim and Bae (2018) mentioned that descriptive research helps to discuss a research topic in an elaborate manner. Descriptive method allows the researcher so that they can incorporate both the qualitative as well as quantitative mode of research. In view of Vaismoradi, Jordan, Turunen and Bondas (2014), descriptive research design helps the researchers in establishing relationship of the variables with the research topic. As the researchers of the paper by Sahay, Hutchinson and East (2015) have used descriptive research design, it provided strength to the paper. The researchers have described the research problem by developing the research aim, for which the descriptive research design is appropriate to analyse the problem (Parry, Barriball & While, 2015).
For the particular research study, the researchers of the paper by Smeulers, Onderwater, Zwieten and Vermeulen (2014) have selected qualitative data collection method. For this reason, qualitative interview study was done among 20 nurses in an academic medical centre between March and December of 2011. As mentioned by Lavin, Harper and Barr (2015), to conduct a qualitative research, the researchers need to develop interview questionnaire to collect the response of the participants. On the other hand, as argued by Tanner, Gans, White, Nath and Pohl (2015), qualitative data refers to the descriptive data and should be collected for a particular purpose of obtaining ideas about the perspectives of nurses.
4. Findings, their Relevance to Nursing Policy and Practice
From the findings, the result of a paper can be justified (Adhikari, Tocher, Smith, Corcoran & MacArthur, 2014). On the other hand, Wahr et al. (2016) opined that findings are the most important part of a paper that provides knowledge about the research topic. However, the paper by Smeulers, Onderwater, Zwieten and Vermeulen (2014) has developed the findings with evidence of medication management. In this regard, Cloete (2015) mentioned that medication management is one of the key components to ensure safe medication uses. The experience and perspective of the nurses help to prevent the medication administration error, which plays significant role in case of safety practices. Moreover, these types of approaches need to be utilised and implemented safely in the healthcare organisation. By this way, the nurses can be able to understand their roles and responsibilities in case of medication safety and this will also help them to develop their skills and knowledge in case of medication safety in the health care setting.
In the particular study by Smeulers, Onderwater, Zwieten and Vermeulen (2014), the researchers had made three themes to analyse the result that are roles and responsibilities of nurses in medication safety, ability of nurses to work safely and acceptance of safety practices in the health care setting. However, the paper did not mention about any relevant nursing policy and practices, which are required. In such case, the paper needs to be developed. In healthcare sector, the nurses need to have knowledge about safe preparation as well as administration of medication. In view of Wahr et al. (2016), in case of medication safety the clinical reasoning skills of nurses are essential. Cloete (2015) mentioned that the work circumstances and knowledge of risks could influence the ability of the nurses to work safely. The nurses need to have appropriate knowledge so that they can make a safe working environment and provide quality care tom maintain the patient safety.
5. Conclusion
    Based on the above discussion, it can be said that experiences of nurses is coincided with an assumption. They may pose in a pre-eminent position to enable in the safe medication management. However, they need sufficient knowledge and skills to perform their roles appropriately. This can help them to assess and understand the risk of medication administration. They need to be careful about their roles and responsibilities in case of medication safety practice. The article has focused on the experiences and perspectives of the nurses on medication safety practices. The method of safe medication management is analysed in a well manner as well as different perspectives of medication safety is also discussed. It can be expected that the paper is helpful to increase the knowledge skills and experiences of the nurses in case of safety practice.
References
Adhikari, R., Tocher, J., Smith, P., Corcoran, J., & MacArthur, J. (2014). A multi-disciplinary approach to medication safety and the implication for nursing education and practice. Nurse education today, 34(2), 185-190.
Cloete, L. (2015). Reducing medication errors in nursing practice. Nursing Standard (2014+), 29(20), 50.
Kim, C. G., & Bae, K. S. (2018). Relationship Between Nurse Staffing Level and Adult Nursing-Sensitive Outcomes in Tertiary Hospitals of Korea: Retrospective Observational Study. International Journal of Nursing Studies.
Lavin, M. A., Harper, E., & Barr, N. (2015). Health information technology, patient safety, and professional nursing care documentation in acute care settings. Online J Issues Nurs, 20(6).
Parry, A. M., Barriball, K. L., & While, A. E. (2015). Factors contributing to Registered Nurse medication administration error: A narrative review. International journal of nursing studies, 52(1), 403-420.
Sahay, A., Hutchinson, M., & East, L. (2015). Exploring the influence of workplace supports and relationships on safe medication practice: A pilot study of Australian graduate nurses. Nurse education today, 35(5), e21-e26.
Smeulers, M., Onderwater, A. T., Zwieten, M. C., & Vermeulen, H. (2014). Nurses' experiences and perspectives on medication safety practices: an explorative qualitative study. Journal of nursing management, 22(3), 276-285.
Tanner, C., Gans, D., White, J., Nath, R., & Pohl, J. (2015). Electronic Health Records and Patient Safety. Applied clinical informatics, 6(01), 136-147.
Vaismoradi, M., Jordan, S., Turunen, H., & Bondas, T. (2014). Nursing students' perspectives of the cause of medication errors. Nurse education today, 34(3), 434-440.
Wahr, J. A., Abernathy III, J. H., Lazarra, E. H., Keebler, J. R., Wall, M. H., Lynch, I., ... & Cooper, R. L. (2016). Medication safety in the operating room: literature and expert-based recommendations. BJA: British Journal of Anaesthesia, 118(1), 32-43.
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