Preparing the Assignment, rubric Identify and review a minimum of 5 original nursing research articl

Preparing the Assignment, rubric Identify and review a minimum of 5 original nursing research articles that relate to the practice issue and proposed intervention described within the PICOT statement. Sources should come from peer-reviewed journals and be current within 5 years. NOTE: literature reviews, chart reviews, and annotated bibliographies may not be used as they are not original research. Assignment Instructions Abide by the Chamberlain College of Nursing Academic Integrity Policy. Review a minimum of 5 original nursing research studies. Sources should be from peer-reviewed, scholarly journals. Sources should be current within 5 years. Complete the Week 5 Research Summary TableLinks to an external site. using the template provided. Use correct spelling, word usage, grammar, punctuation, and sentence structure congruent with graduate-level writing. Category Points % Description Practice Issue and PICOT Statement 10 4% Succinct description of the practice issue and its significance to the nursing profession Clearly written narrative PICOT statement is included on the assignment table Phrasing within the PICOT statement includes the following elements: Population and Problem Intervention Comparison Outcome Timeframe Review of 5 Scholarly Literature Sources 200 80% Each review includes the following: Thorough description of the purpose of the research study Accurate explanation of the research methods used within the study Description of study participants Explanation of data collection methods Discussion of study findings Identification of study limitations Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement Quality of Scholarly Literature Sources 25 10% Each of the scholarly sources meet the following criteria: Original nursing research study Published in a peer-reviewed, scholarly journal Publication date is current within 5 years Graduate-Level Writing Style 50 10% For full credit in this rubric category, all of the following criteria must be met: Correct APA format is used for the reference entry with each source included in the review of scholarly literature Correct spelling and word usage Correct use of grammar, punctuation, and sentence structure Clarity, organization, and logical flow of ideas are evident within writing Total 250 100% A quality assignment will meet or exceed all the above requirements. Category Points % Description Practice Issue and PICOT Statement 10 4% Succinct description of the practice issue and its significance to the nursing profession (3-5 sentences) Clearly written narrative PICOT statement is included on the assignment table Phrasing within the PICOT statement includes the following elements: Population and Problem Intervention Comparison Outcome Timeframe Review of 5 Scholarly Literature Sources 200 80% Each review includes the following: Thorough description of the purpose of the research study Accurate explanation of the research methods used within the study Description of study participants Explanation of data collection methods Discussion of study findings Identification of study limitations Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement Quality of Scholarly Literature Sources 25 10% Each of the scholarly sources meet the following criteria: Original nursing research study Published in a peer-reviewed, scholarly journal Publication date is current within 5 years Graduate-Level Writing Style 50 10% For full credit in this rubric category, all of the following criteria must be met: Correct APA format is used for the reference entry with each source included in the review of scholarly literature Correct spelling and word usage Correct use of grammar, punctuation, and sentence structure Clarity, organization, and logical flow of ideas are evident within writing Total 250 100% A quality assignment will meet or exceed all the above requirements. Rubric for assignment, my assignment need to meet all , so can get full marks Week 5: Research Summary Assignment (MAY21) Criteria Ratings Pts This criterion is linked to a Learning OutcomePractice Issue and PICOT Statement 10 pts Exemplary Exemplary presentation of information evidenced by all of the criteria are included and covered in a comprehensive manner: • Succinct description of the practice issue and its significance to the nursing profession (3-5 sentences) • Clearly written narrative PICOT statement is included on the assignment table • Phrasing within the PICOT statement includes the following elements – Population – Intervention – Comparison – Outcome – Timeframe 9 pts Accomplished Accomplished presentation of information evidenced by all of the criteria are included and most are covered in a comprehensive manner, but in one area the coverage is superficial: • Succinct description of the practice issue and its significance to the nursing profession (3-5 sentences) • Clearly written narrative PICOT statement is included on the assignment table • Phrasing within the PICOT statement includes the following elements – Population – Intervention – Comparison – Outcome – Timeframe 8 pts Proficient Proficient presentation of information evidenced by all of the criteria are included however content is superficial manner in two or more of areas: • Succinct description of the practice issue and its significance to the nursing profession (3-5 sentences) • Clearly written narrative PICOT statement is included on the assignment table • Phrasing within the PICOT statement includes the following elements – Population – Intervention – Comparison – Outcome – Timeframe 7 pts Marginally Acceptable Marginally acceptable presentation of information evidenced by content that is limited, missing, or unsatisfactory in one of the following areas: • Succinct description of the practice issue and its significance to the nursing profession (3-5 sentences) • Clearly written narrative PICOT statement is included on the assignment table • Phrasing within the PICOT statement includes the following elements – Population – Intervention – Comparison – Outcome – Timeframe 0 pts Insufficient Insufficient presentation of information evidenced by content that is limited, missing, or unsatisfactory in two or more of the following areas: • Succinct description of the practice issue and its significance to the nursing profession (3-5 sentences) • Clearly written narrative PICOT statement is included on the assignment table • Phrasing within the PICOT statement includes the following elements – Population – Intervention – Comparison – Outcome – Timeframe 10 pts This criterion is linked to a Learning OutcomeReview of Scholarly Literature SourcesExemplary review of scholarly literature with all 5 sources including each of the following criteria in a thorough and accurate manner: • Thorough description of the purpose of the research study • Accurate explanation of the research methods used within the study • Description of study participants • Explanation of data collection methods • Discussion of study findings • Identification of study limitations • Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement 200 pts Exemplary Exemplary review of scholarly literature with all 5 sources including each of the following criteria in a thorough and accurate manner: • Thorough description of the purpose of the research study • Accurate explanation of the research methods used within the study • Description of study participants • Explanation of data collection methods • Discussion of study findings • Identification of study limitations • Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement 184 pts Accomplished Accomplished review of scholarly literature with 5 sources included. Four (4) of the 5 scholarly sources address the criteria in a comprehensive manner; however, 1 scholarly source includes superficial coverage of the criteria below: • Thorough description of the purpose of the research study • Accurate explanation of the research methods used within the study • Description of study participants • Explanation of data collection methods • Discussion of study findings • Identification of study limitations • Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement 168 pts Proficient Proficient review of scholarly literature with 5 sources included. Three (3) of the 5 scholarly sources address the criteria in a comprehensive manner; however, 2 scholarly sources include superficial coverage of the criteria below: • Thorough description of the purpose of the research study • Accurate explanation of the research methods used within the study • Description of study participants • Explanation of data collection methods • Discussion of study findings • Identification of study limitations • Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement 152 pts Marginally Acceptable Marginally acceptable review of scholarly literature with 5 sources included. Two (2) of the 5 scholarly sources address the criteria in at least an average manner; however, 3 scholarly sources include superficial coverage of the criteria below: • Thorough description of the purpose of the research study • Accurate explanation of the research methods used within the study • Description of study participants • Explanation of data collection methods • Discussion of study findings • Identification of study limitations • Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement 0 pts Insufficient Insufficient review of scholarly literature with less than 5 sources included. Or 5 scholarly sources are included, but only 1 of the sources address the criteria in an acceptable manner and 4 scholarly sources include either limited or missing coverage of the criteria below: • Thorough description of the purpose of the research study • Accurate explanation of the research methods used within the study • Description of study participants • Explanation of data collection methods • Discussion of study findings • Identification of study limitations • Relevance of the study findings to the identified practice issue and/or proposed intervention identified in the PICOT statement 200 pts This criterion is linked to a Learning OutcomeQuality of Scholarly Literature Sources 25 pts Exemplary All of the 5 scholarly sources meet all of the following criteria: • Original nursing research study • Published in a peer-reviewed, scholarly journal • Publication date is current within 5 years 23 pts Accomplished 4 of the scholarly sources meet all of the following criteria: • Original nursing research study • Published in a peer-reviewed, scholarly journal • Publication date is current within 5 years 21 pts Proficient 3 of the scholarly sources meet all of the following criteria: • Original nursing research study • Published in a peer-reviewed, scholarly journal • Publication date is current within 5 years 19 pts Marginally Acceptable 2 of the scholarly sources meet all of the following criteria: • Original nursing research study • Published in a peer-reviewed, scholarly journal • Publication date is current within 5 years 0 pts Insufficient 0-1 of the scholarly sources meet all of the following criteria: • Original nursing research study • Published in a peer-reviewed, scholarly journal • Publication date is current within 5 years 25 pts This criterion is linked to a Learning OutcomeGraduate level writing style 15 pts Exemplary Exemplary graduate level writing style is evident, which meets the criteria below with 0-1 errors present: • Correct APA format is used for the reference entry with each source included in the review of scholarly literature • Correct spelling and word usage • Correct use of grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas are evident within writing 13 pts Accomplished Accomplished graduate-level writing style is evident which addresses the criteria below with 2-3 errors present: • Correct APA format is used for the reference entry with each source included in the review of scholarly literature • Correct spelling and word usage • Correct use of grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas are evident within writing 12 pts Proficient Proficient graduate-level writing style is evident which addresses the criteria below with 4-5 errors present: • Correct APA format is used for the reference entry with each source included in the review of scholarly literature • Correct spelling and word usage • Correct use of grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas are evident within writing 11 pts Marginally Acceptable Marginally acceptable graduate-level writing is evident with 6-7 errors present: • Correct APA format is used for the reference entry with each source included in the review of scholarly literature • Correct spelling and word usage • Correct use of grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas are evident within writing 0 pts Insufficient Insufficient graduate-level writing style is evident with 8 or more errors present: • Correct APA format is used for the reference entry with each source included in the review of scholarly literature • Correct spelling and word usage • Correct use of grammar, punctuation, and sentence structure • Clarity, organization, and logical flow of ideas are evident within writing 15 pts Total Points: 250 PreviousNext i did , but i need correction and make it more detail . below is my assignment , i will provide example of professor too. NR 505: Research Summary Assignment Table Name: _______________________________ Date: ____10/05/2024____________________________ Follow the instructions located in the Week 5 Assignment Guideline and Rubric to complete the information below. Use complete sentences to document findings. Practice Issue and PICOT Statement Practice Issue Chronic wound management, including pressure ulcers and diabetic foot ulcers, poses a significant challenge within healthcare systems. According to statistics, approximately 2.5 million patients in the U.S. suffer from chronic wounds annually, with prevalence rates reaching 15% to 30% in hospitalized patients (Clark et al., 2020; Centers for Disease Control and Prevention [CDC], 2024). Ineffective management can lead to serious complications, including infections and longer hospital stays, substantially increasing healthcare costs. A single pressure ulcer can cost up to $43,000 to manage (Jones & Weaver, 2021). UT Southwestern Medical Center in Dallas faces difficulties in enhancing patient outcomes due to inadequate education among nursing staff regarding advanced wound care practices. Therefore, implementing a structured wound care education program is essential to improve nursing competencies in this critical area. PICOT Statement In patients with chronic wounds at UT Southwestern Medical Center (P), how does providing staff education on the proper use of advanced wound care dressings (I), compared to no staff education (C), improve knowledge and wound healing outcomes (O) over an 8-week period (T)? Article #1 Full reference for article (APA Format) De la Torre, J. R., & Morgan, L. D. (2022). Training nurses in chronic wound management: A randomized controlled trial. Journal of Nursing Practice, 65(2), 99-108. https://doi.org/10.1177/0115327 Purpose To assess the effectiveness of a structured training program for nurses on chronic wound management practices. Research Method Randomized controlled trial. Participants 70 registered nurses from various healthcare settings. Data Collection Methods Participants completed knowledge assessments before and after a training program. Practical skills evaluations were conducted through direct observation of nursing practices related to chronic wound management. Patient outcomes were monitored for changes in healing rates over the next 8 weeks, with documentation of wound care adherence and patient satisfaction surveys. Study Findings The structured training program significantly improved nurses’ knowledge by 38% and compliance with best practices in wound management, leading to improved patient care for chronic wounds. Participants expressed increased confidence and competency in applying advanced wound care techniques. Limitations of the Study The study’s short follow-up period may not reflect long-term retention of knowledge and skills, and the focus on a single institution may limit broader applicability. Relevance to Practice Issue and/or Proposed Intervention Highlights the necessity of ongoing education for nursing staff to improve chronic wound management practices effectively. . Article #2 Full reference for article (APA Format) Green, L. M., & White, C. J. (2021). Evaluating the impact of a new training module for wound care on nursing staff. Journal of Clinical Nursing, 30(10), 1573-1580. https://doi.org/10.1111/jcn.15312 Purpose To evaluate the effectiveness of a new training module for nursing staff on chronic wound care. Research Method Pre-test and post-test study design. Participants 75 nursing staff members from a community health facility. Data Collection Methods Knowledge assessments were conducted before and after the intervention, along with participant feedback collected through anonymous surveys regarding their confidence levels in wound management. Practical skill evaluations were conducted through direct observation of nursing practices. Study Findings Results indicated a significant improvement in knowledge scores (40% increase) and self-reported confidence in managing chronic wounds among nursing staff following the educational intervention. Participants highlighted the applicability of the training to their daily practice, and there was an observed increase in adherence to best practices in wound management post-training. Limitations of the Study The study was limited by a small sample size and reliance on self-reported data, which may introduce bias in assessing practice changes. Relevance to Practice Issue and/or Proposed Intervention Supports the necessity for focused educational interventions to improve nursing practice and enhance patient care in chronic wound management. . Article #3 Full reference for article (APA Format) Jones, L. M., & Weaver, J. D. (2021). Improving nursing staff knowledge in wound care: A pilot study of an educational intervention. Nursing Management, 52(3), 34-41. https://doi.org/10.1097/01.NUMA.0000000000000587 Purpose To evaluate the effectiveness of an educational intervention aimed at improving nursing staff knowledge of chronic wound care. Research Method Pilot study with a pre-test and post-test design. Participants 50 nursing staff members from a community hospital. Data Collection Methods Knowledge assessments were conducted using a validated questionnaire before and after the intervention. The intervention consisted of a 2-day workshop covering chronic wound types, care principles, and new technologies. Feedback forms were used to gather data on staff confidence and perceptions of the training’s relevance to their practice. Study Findings The educational intervention resulted in a 50% increase in knowledge scores, with participants expressing improved confidence levels in managing chronic wounds. Observations showed a notable increase in adherence to evidence-based practices in wound care, with nurses indicating that the training provided valuable, applicable skills for their daily work. Limitations of the Study The small sample size and reliance on self-reported data may limit the reliability of the findings. The short duration of the follow-up assessment may not capture long-term retention of knowledge. Relevance to Practice Issue and/or Proposed Intervention Supports the implementation of educational interventions to enhance nursing knowledge and confidence in wound care management, emphasizing the need for structured training in chronic wound management. Article #4 Full reference for article (APA Format) Smith, A. L., & Johnson, B. (2021). Effectiveness of a wound care education program for nursing staff: A randomized controlled trial. Journal of Nursing Education and Practice, 11(6), 45-53. https://doi.org/10.5430/jnep.v11n6p45 Purpose To evaluate the effectiveness of a structured wound care education program on nursing staff knowledge and skills. Research Method Randomized controlled trial. Participants 100 nursing staff members from two acute care hospitals. Data Collection Methods Pre- and post-education knowledge assessments were conducted using a validated questionnaire to measure various aspects of wound care knowledge, including wound types, treatment options, and infection control measures. Practical skills were evaluated through direct observation of nurses managing simulated wound care scenarios. Additionally, patient wound assessments were tracked weekly over an 8-week period to monitor healing progress, with detailed documentation by nurses on care procedures. Study Findings The education program significantly improved knowledge scores by 50% and practical skills by 40%. Post-education evaluations showed that 85% of participants reported feeling more confident in wound management. The study also reported a 20% reduction in wound healing times among patients treated by the educated staff, demonstrating a direct correlation between staff education and improved patient outcomes. Limitations of the Study The study was limited to two hospitals, which may reduce the generalizability of the results. Potential bias in self-reported confidence levels was also noted, as participants may have overestimated their abilities. Relevance to Practice Issue and/or Proposed intervention This study supports the importance of targeted educational interventions to improve nursing competence in wound management, aligning with the posed intervention in the PICOT statement. Article #5 Full reference for article (APA Format) Wang, J., & Robertson, K. (2022). Effectiveness of a training program on advanced wound care practices among nursing staff. International Journal of Nursing Studies, 124, 105-112. https://doi.org/10.1016/j.ijnurstu.2022.105112 Purpose To assess the impact of a training program on nursing staff’s advanced wound care practices in a long-term care setting. Research Method Randomized controlled trial. Participants 90 nursing staff members working in three long-term care facilities. Data Collection Methods Pre- and post-training assessments measured staff knowledge through structured questionnaires focused on advanced wound care practices. Additionally, adherence to wound care protocols was monitored through chart audits over an 8-week period, documenting infection rates, dressing changes, and wound healing progress. The training included hands-on workshops and demonstrations of advanced dressings and infection control techniques. Study Findings The training program led to a significant increase in knowledge scores (45% improvement) and adherence to best practices in wound care, resulting in a 30% decrease in infection rates among patients. Staff reported greater confidence in managing complex wound cases, indicating the training’s effectiveness in enhancing both knowledge and practical application. Limitations of the Study The study’s small sample size and focus on specific long-term care settings may affect the generalizability of findings. Additionally, variability in patient conditions may influence results. Relevance to Practice Issue and/or Proposed Intervention Provides strong evidence that staff education is crucial for reducing infection rates and improving patient outcomes in wound management. References Centers for Disease Control and Prevention. (2024). Chronic disease data and surveillance. https://www.cdc.gov/chronicdisease/data/index.htm Clark, R. A., Naidoo, R., & Miller, J. E. (2020). The effect of advanced wound care technologies on healing outcomes in chronic wounds: A systematic review. Journal of Wound Care, 29(10), 561-569. https://doi.org/10.12968/jowc.2020.29.10.561 De la Torre, J. R., & Morgan, L. D. (2022). Training nurses in chronic wound management: A randomized controlled trial. Journal of Nursing Practice, 65(2), 99-108. https://doi.org/10.1177/0115327 Green, L. M., & White, C. J. (2021). Evaluating the impact of a new training module for wound care on nursing staff. Journal of Clinical Nursing, 30(10), 1573-1580. https://doi.org/10.1111/jcn.15312 Jones, L. M., & Weaver, J. D. (2021). Improving nursing staff knowledge in wound care: A pilot study of an educational intervention. Nursing Management, 52(3), 34-41. https://doi.org/10.1097/01.NUMA.0000000000000587 Smith, A. L., & Johnson, B. (2021). Effectiveness of a wound care education program for nursing staff: A randomized controlled trial. Journal of Nursing Education and Practice, 11(6), 45-53. https://doi.org/10.5430/jnep.v11n6p45 Wang, J., & Robertson, K. (2022). Effectiveness of a training program on advanced wound care practices among nursing staff. International Journal of Nursing Studies, 124, 105-112. https://doi.org/10.1016/j.ijnurstu.2022.105112 Example from professor below NR 505: Research Summary Project Name: Student Name Date: April 3, 2022 Practice Issue and PICOT Statement Multiple factors exist that compound the nursing shortage phenomenon.Statistics report that the combination of nurses retiring and leaving bedside positions contributesto the vacancy of 195,000 nurses yearly through 2030 (Bureau of Labor Statistics, U.S. Department of Labor, 2021). The projected demand for critical care specialty nurses is greater than the supply of adequately trained nurses. As of 2021, the average turnover rate of acute care nurses reached 18.7%, with as much as 24% of new graduate nurses (NGNs)leaving within the first year of hire (NSI Nursing Solutions, Inc. [NSI], 2021).Southwest General Hospital’s (SWGH)current hiring practices do not include hiring NGNsdirectly to the intensive care unit (ICU). The hospital continues to struggle to recruit and retain critical care nurses. Will implementing a new graduate nurse NGN (P) critical-care internship and residency program at SWGH (I) help integrate NGNs to improve ICU recruitment and retention rates (O) compared to no critical-care nurse internship and residency program (C) during a 6-8-week timeframe (T)? Article #1 Full reference for article (APA Format) DeGrande, H., Liu, F., Greene, P., & Stankus, J.-A. (2018). The experiences of new graduate nurses hired and retained in adult intensive care units. Intensive and Critical Care Nursing, 49, 72-78. https://doi.org/10.1016/j.iccn.2018.08.005 Purpose The study explored the experiences of new graduateregistered nurses NGNshired in adult ICUswho survived their transition from novice to competent. The researchsought to explore the experiences and professional growth of NGNs hired into adult ICUs post-graduation. The studyevaluatedNGNs’ learning experiences, thoughts, feelings, perceptions, interpersonal relationships, and contextual factors of becoming an ICU nurse. Research Method The study used a qualitative hermeneutic phenomenology designthat utilized Brenner’s novice to expert theoryto examine the context of the NGNs’ experience over time. Participants Participants were recruited via a purposive snowball samplingof nurseshired into adult ICUs as NGRNs between December 2016 and July 2017. A total of eleven nurses, seven males and four females, from different types of ICUs, were selected for participation. Data Collection Methods One-on-one open-ended interviews were conducted via virtual meetings or in-person.Interview questions and guides focused on gathering information aboutparticipants’ experiences of becoming competent nurses. Study Findings The authors discussed the overall meaning of the experience of becoming a competent adult ICU nursein adjusting to being comfortable with being uncomfortable. Common themes related to this phenomenon included confidence and uncertainty, gaining experiences and forever learning, intuition and intuitive knowing, difficulties and stress, courage and assertiveness, and the team and support persons. Regarding confidence and uncertainty, nurses who had initially felt well prepared to work in acute care settings reported experiencing reality shock and uncertainty when presented with life-threatening conditions. The participants’reports of gaining experiences and forever learningadded value and additional knowledge supportingBrenner’s novice to competent continuum. The participants described having developed intuitive knowing and intuition through experiences managing acute clinical situations. NGN participants described having hadstress and difficulty while becoming competent. The participants who overcame the transition displayed the personality traits of courage and assertiveness and had natural coping methods for stress. Participating nurses reported having good collaboration and teamwork from support personnel that enabled them to endure the transition from NGN to competent critical care nurse. Limitations of the Study The researchers acknowledged that the study’s limitations reflected poor transferability of findings due to theparticipants’small,mostly homogenous sample size. Relevance to Practice Issue and/or Proposed Intervention While this qualitative study did not examine the functions of an NGN critical care internship program per se, it identifiedstrategies and factors that enable a successful transition for an NGN. Article #2 Full reference for article (APA Format) Özkaya SaÄŸlam, B., Sözeri Eser, Ä°., Ayvaz, S., Çağı, N., Mert, H., & Küçükgüçlü, Ö. (2021). Intensive care experiences of intern nurse students: A qualitative study. Nurse Education Today, 107, 105098. https://doi.org/10.1016/j.nedt.2021.105098 Purpose Researchers sought to define senior nursing students’ clinical experience of their critical care internship within a Turkish university ICU. Research Method The research was conducted using a descriptive qualitativemethod using focus group interviews to understand and define individual perspectives and lived experiences. Participants Participants were obtained using the purposeful sampling method targeting first-semesternursing intern students with no previous ICU experience. Thirty-one nursing students were included in the study between January 2018 and April 2019. Data Collection Methods Twenty-five participants were gathered into four focus groups of six to seven student nurses. Semi-structured interview processes and open-ended questions evaluatedthe student nurses’ experience during their ICU internships. The researchers analyzed the data using Braun and Clark’s(2006) thematic content analysis. Study Findings The predominant themes gathered from the participants’interviews were fear, acknowledgment of nursing roles, self-improvement opportunities, caregiving difficulties, difficulties communicating with patients and the care team, and ambivalent feelings related to death and clinical environment adaptation. The student interns’ most fundamental experiencewasfeeling fear related to acute care of patients in a complex ICU environment and nothaving adequate knowledge to care for critically ill patients. The researchers concluded that the student interns had positive experiences, gained confidence pursuing an ICU NGN position upon graduation, and felt empowered to continu

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