Discussion: Childrens Pain  Management

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Discussion: Childrens Pain  Management

Discussion: Childrens Pain  Management

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Question Description
submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Note: Research evidence must not be more than five years old.

Note: Upload a copy of the full text of the articles with your submission.

Note: You may use the same topic and research articles on both Task 1: Analyzing Research Articles and Task 2: Evidence-Based Practice Change.

B. Evaluate a primary, qualitative research, peer-reviewed journal article (suggested length of 3–5 pages) that has healthcare implications by doing the following:

Note: You may select an article focusing on a healthcare topic of your choice or an article focusing on one of the following topics: pain management in children

1. Describe how the researcher addresses the following four areas in the selected journal article:

background or introduction (e.g., the purpose of the study)
review of the literature (e.g., research used to support the study)
data analysis (e.g., how the researcher analyzed the data)
methodology (e.g., research type and sampling methods)
2. Evaluate whether the evidence presented in each of the four areas of the journal article from part B1 supports the outcome of the study and implications for future research.

3. Explain how the protection of human subjects and cultural considerations were addressed by the researcher, using specific information from the journal article from part B.

4. Identify one strength and one limitation of the study.

5. Describe how the evidence from the article in part B informs current nursing practices.

C. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

D. Demonstrate professional communication in the content and presentation of your submission.

Rubric

B1:Qualitative: Article Areas

Not Evident

An article is not provided.
Approaching Competence

Does not identify a primary, qualitative research, peer-reviewed journal article (suggested length of 3–5 pages) that has healthcare implications. The description does not address all of the given points, or the description of any point is not supported by the article.
Competent

Identifies a primary, qualitative research, peer-reviewed journal article (suggested length of 3–5 pages) that has healthcare implications. Evaluates the article by doing the following: The description addresses all 4 of the given points, and the description of each point is supported by the article.
B2:Qualitative: Critique of Evidence

Not Evident

An evaluation of evidence is not provided for each area of the journal article from part B1.
Approaching Competence

The evaluation of evidence presented for any area of the journal article from part B1 does not logically show whether that section’s evidence supports the outcome of the study and implications for future research.
Competent

The evaluation of evidence presented for each area of the journal article from part B1 logically shows whether that section’s evidence supports the outcome of the study and implications for future research.
B3:Qualitative: Protection and Considerations

Not Evident

An explanation of how the protection of human subjects and cultural considerations were addressed by the researcher is not provided.
Approaching Competence

The explanation does not use specific information from the journal article from part B to show how the protection of human subjects and cultural considerations were addressed by the researcher.
Competent

The explanation uses specific information from the journal article from part B to show how the protection of human subjects and cultural considerations were addressed by the researcher.
B4:Qualitative: Strength and Limitation

Not Evident

A submission is not provided, or the submission does not identify 1 strength or 1 limitation of the study.
Approaching Competence

The submission is missing relevant information about the 1 identified strength or the 1 identified limitation of the study.
Competent

The submission provides relevant information about the 1 identified strength and the 1 identified limitation of the study.
B5:Qualitative: Evidence Application

Not Evident

A submission is not provided.
Approaching Competence

The submission does not describe how the evidence from the article in part B informs current nursing practices. Or the description is not supported with specific examples of currently used nursing practices.
Competent

The submission describes how the evidence from the article in part B informs current nursing practices. The description is supported with specific examples of currently used nursing practices.
C.:APA Sources

Not Evident

The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
Approaching Competence

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
Competent

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
D.:Professional Communication

Not Evident

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
Approaching Competence

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
Competent

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Discussion: Childrens Pain Management

Discussion: Childrens Pain Management

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