I have attached assignment requirements below
N329 Annotated Bibliography Assignment Grading Rubric Criteria=50 Points Proficient Competent Novice Source Selection All sources are from credible, scholarly nursing materials, sources chosen are highly relevant to PICO Question. Annotations include 7-10 articles and 90% were published within the past 5 years. Sources add greatly to research potential few; if any additional resources needed. 8-10 points Most sources are from credible, scholarly nursing materials and are relevant to the PICO Annotations include at least 5 articles with 80% or more published within the past 5 years. Question; may require a small amount of additional research 5-7 points Less than five sources selected. Few sources are from credible, scholarly nursing materials, some sources chosen are relevant to the PICO Question; student needs additional sources to complete research/project 0-4 points Annotations Annotations for 7-10 articles succinctly and comprehensively describe the source material and address all elements included in the assignment instructions; annotations offer great insight into the source material 10-15 points Some annotations may be too short or too long; annotations adequately describe the source material, but lack insight 6-9 points Few annotations meet the length requirements, few annotations adequately describe the source material, annotations offer little insight 0-5 points Evaluation/Rationale Evaluation of 7-10 articles clearly explains why the sources were chosen, offers clear insight into the source; describes clear succinct rationale related to PICO Question 10-15 points Most evaluations explain why the sources were chosen, offers clear insight into the source; describes clear rationale related to PICO Question 6-9 points Evaluation sometimes explains why the sources were chosen: lacks clear insight and/or rational related to PICO Question 0-5 points N329 Annotated Bibliography Assignment Grading Rubric APA/Writing Consistency Fulfills APA format criteria in title page, headings, and citations. Font, layout, and/or margins adhere to APA format. No errors in punctuation, capitalization, or spelling. No errors in sentence structure or word usage. 8-10 points Minor errors in APA format in title page, headings, citations, font, layout, and/or margins. Few errors in punctuation, capitalization, spelling, sentence structure, or word usage, which do not impact or distract from the content of the paper. 5-7points Lacks adherence to APA format in title page, headings, citations, font, layout, and/or margins. Several errors in punctuation, capitalization, spelling, sentence structure, or word usage. Unclear content. 0-4 points Writing to Inform: Annotated Bibliography Assignment NURS 329 Evidence Based Nursing for the Practicing Registered Nurse Annotated Bibliography Assignment Instructions To prepare students for the final EBP project, students need to search the published evidence related to the PICO question. One of the more useful tools in organizing the literature search is the annotated bibliography. For this assignment, students will construct an annotated bibliography based upon the PICO question or problem that has been selected to focus on for the final EBP project. Course Objective: This assignment helps the student meet course objectives 1-4. Aim: An annotated bibliography is an organizing tool of the literature for the EBP project. An effective annotated bibliography is used to compile research sources in one location to provide quick access to the relevance and quality of each source. Target Audience: The target audience for this assignment is scholarly practicing nurse peers who have a casual familiarity with your topic or PICO question. Content of Annotated Bibliography: Students will develop search terms relevant to the PICO question and conduct a search of the literature using CINAHL, FirstSearch, PubMed, Google Scholar, etc. The student should have started this process through the PICO, Finding Published Evidence, and Article Critique assignments. Students are encouraged to use the WSU Librarian as a resource for your search. The annotated bibliography will consist of the sources that students have determined to be relevant to the PICO question/topic. While the student may encounter sources that are not relevant or do not fit the scope of the project while exploring the published literature; for the purposes of this assignment, students will ONLY include articles that you find useful and relevant. – Remember to explore the existence of meta-analyses, meta-syntheses, and other review articles relevant to the PICO question/topic. The expectation for this assignment is that the student will find no less than five articles and no more than 10 articles. The number of articles included is reflected on the grade earned (see the grading rubric). Assignment Instructions: As an introduction; briefly explain your topic of interest, include your specific/full PICO question, and search strategy. Refer to the University Libraries research Strategies: Literature Reviews and Annotated Bibliography page for content and format here. 1. Cite the sources using correct APA format (see “Example Annotations” on the library link above). The citations should be organized in alphabetical order by author (like the reference page of a manuscript). http://libraries.wichita.edu/c.php?g=452155&p=5619291 a. If a direct link to the full text article is unavailable, provide a copy of the article as an added attached file when you submit the annotated bibliography file. 2. Follow each source citation with a brief annotation that summarizes the source. A thoughtful concise annotation is between 100-150 words. An annotation is not a copy of the article abstract. It is your analysis of the quality and relevance of the article to your PICO. Ideally, all of the annotation should be in your own words. This is NOT to be written in first-person (“I”, “my”, “me”, “we”, “our”, etc. – refer to APA). 3. Include the following elements in your annotation. Summarize the scope of the article and explain the source’s relevance and importance to your PICO question. a. Authority or background of the author b. Study design c. Relevant statistical findings d. Study limitations e. Level of evidence (hierarchy) f. Rationale for selecting this article related to your PICO question. 4. Try to make a specific critique statement about the articles strength and weakness (see element c and d in number 3), such that it can be used when you complete the final EBP project. 5. The annotations for each source should follow an analytical or critical style. The student must construct, with elevated and sophisticated language, correct grammatical sentences that effectively summarize each source. Limitations: The annotated bibliography is a fairly rigid genre. The citations must adhere to APA format. This will be one of the central components of the grade for this assignment. Failure to follow APA format will affect your grade. Specific guidelines to follow when completing this assignment: Page 1: Begin with a title page. There are no abstract or reference pages for the assignment. Page 2: Start with a brief introduction including your PICO question. Then follow with the first of the selected sources of published literature types (articles from a scholarly source; some use of books and website may be permitted, depending on the PICO question) o Sources focused around a narrowed issue/PICO question. o Adherence to APA format for all citations. Identify your sources in alphabetical order according to author. There is no reference page to an annotated bibliography. Use the grading rubric to meet the key elements of your annotated bibliography. Include thoughtful and complete annotations of 100-150 words. Use correct grammar, punctuation, and spelling. Refer to the Library Research page link provided in these instructions, and the various resources included in the course learning module, for correct formatting. Your Project Title Annotated Bibliography Introduction (per assignment instructions) Condon, B. B., Grimsley, C., Knaack, L., Pitz, J., & Stehr, H. J. (2015). The art of service learning. Nursing Science Quarterly, 28(3), 195-200. doi:10.1177/0894318415585624 Condon, Grimsley, Knaack, Pitz, and Stehr (2015) are all tenured faculty at a major university, with many years of higher education experience. According to Condon et al. (2015), nursing theory is currently considered foundational in nursing programs, while service learning has become an integral part of their curriculum. In this article, the authors use Parse’s teaching-learning model and her theory of ‘human becoming’ to demonstrate how these activities can be incorporated into the curriculum to address the needs of aging populations, persons in hospice care, and in fulfilling a community need for children and low income pregnant women. A prospective study was used to compare pre- and post- implementation outcomes in a baccalaureate nursing program, resulting in modest improvement in student perception of service learning activities (p = 0.05). This article was used in the project as supporting evidence for incorporating service learning into a baccalaureate nursing program. (Begin next annotation with reference citation and format as above. Note that the word count is 148 words in the annotation – not including the reference citation)