NUR-513 Quiz: APA, GCU Library Resources, and Scholarly Research GCU
NUR-513 Quiz: APA, GCU Library Resources, and Scholarly Research GCU
Writing is an interesting art through which wordsmiths utilize their skills to deliver meaningful content to the audience. Academic writing, in particular, is unique since it demands strict adherence to predetermined standards to enhance a piece’s appeal to a professional audience. My journey as a writer has been quite fulfilling, especially when I reflect on the knowledge I have gained so far in matters pertaining to paper formatting and content presentation. In 1929, a group of business managers, anthropologists, and psychologists collaborated to form the American Psychological Association (APA) standards of writing to guide professionals in various domains including psychology, neuroscience, sociology, linguistics, human geography, political science, economics, and cognitive science. It is important to have a rough idea of the disciplines of writing in which the APA style is applicable to avoid employing it in unwarranted pieces. Other notable styles of writing include Chicago, MLA, OSCOLA, and Harvard. The limiting scope of the present piece only allows its author to focus on the APA Style of writing.
First and foremost, it must be established that the official criteria for the recent version of the APA style is accessible from the Publication Manual of the American Psychological Association, Sixth Edition. The third chapter of this manual offers its readers some guidelines on how to communicate effectively through clear and concise writing. Clarity and conciseness are largely dependent on the organization of the paper, writing style, bias, and grammar usage. Each of these dynamics has a crucial role in creating a sense of connection between the writer and his/her audience. The sixth chapter ‘Crediting Sources’ provides further guidance on how citations and references can be leveraged to enhance both the credibility and relevance of a piece (APA, 2010). This section acknowledges the challenge often faced by writers as they engage in personal communication: this kind of communication involves the use of private content, which can only be included in the in-text citations, but not the reference list.
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The two main types of communications in academic writing include personal and interpersonal, depending on the reader’s ability to retrieve the primary data: the first includes pieces of information that cannot be retrieved by the reader while the latter are retrievable. Personal communications include live speeches, personal interviews, emails, online chats, text messages, unrecorded classroom lectures, letters, non-archived discussion group messages/bulletins, and memos (Appelbaum, et al., 2018). As highlighted earlier, personal communications cannot be included in the reference list, so it is important to incorporate sufficient details inside the text. For example, email messages received from John Doe on September 8, 2020 will be cited as either (D. John, email, September 8, 2020) or D. John (email, September 8, 2020). Noteworthy is the fact that the first is written in a parenthetical manner while the latter assumes a narrative structure, yet both are correct.
Levels of Heading
As stated, clarity and conciseness are primary quality indicators in the APA style of writing. For a writer to experience proficiency in this factor, he/she should be willing to utilize the APA level of headings (APA, 2010). According to the sixth edition edicts, APA pieces ought to abide to the five-level heading protocol.
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First-Level Heading. Typically, first-level headings should be centered, boldface, with both uppercase and lowercase words. The headings “Introduction” and “Effective Communication” are good examples of first-level header. Noteworthy is how they have been applied to shape the discussion.
Second-Level Heading. On the other hand, the second-level heading follows the same technique save for the fact that it is flushed left. The present subsection “Levels of Heading” offers a clear illustration of how this level of heading can be applied in an article to advance the discussion.
Third-Level Heading. The third-level heading in APA is usually used as further advancement of the argument summarized in the second-level heading. The preceding parts have presented clear illustrations of how the first two levels of heading are utilized in the writing process (APA, 2010). At this point, the reader is urged to reflect on how this third-level of heading is used to advance the information summarized in the second-level heading titled “Levels of Heading”.
Fourth Level Heading. Like the third-level heading, this level is also indented and bolded. However, fourth level headings are written in the sentence form, with a period at the end. When taken into perspective, this heading would be written as Fourth level heading (APA, 2010). Unfortunately, this piece has not utilized this level of heading as there lacks a need for its usage.
Fifth-Level Heading. This level of heading also follows the same format as the fourth-level heading, but it is not written in bold. In such a case, this heading would be written as Fifth level heading. Like the other headings, this one has to contain information that advances the previous word.
Digital Object Identifier (DOI)
What is a DOI?
The internet is a wide network of information presented in a broad range of formats including websites, pdfs, GIFs, video, and audio formats among others. In an attempt to enhance the accessibility of academic information in this huge network, researchers utilize a digital object identifier (DOI) (APA, 2010). A DOI incorporates a string of letters, symbols, and numbers to allow web crawlers to locate a document or article, then link it to a particular website portal. Most DOIs use the following format http://doi.org/10.0000/0000. This link is usually inserted in the reference, just after including the publication.
Why is a DOI Important to a Researcher?
As a researcher, my primary goal is to deliver written content to the desired audience. Such a progressive move cannot be attained without the use of strategic tools such as a DOI. Digital object identifiers allow a researcher to share his/her work via a short link: the audience can also partake in this process by sharing the link (Appelbaum, et al., 2018). This technique makes it easy for information to be disseminated across the internet easily compared to when the audience is only given the option of downloading a piece.
Accessing Information at the Jerry Falwell Library
Jerry Falwell is an online library that applies the ‘information fence’ technique to prevent visitors from accessing data unless they have an active membership. For members, this site offers a broad range of resources including an academic database (for e-books, journals, and other media), interlibrary loan, and access to academic events and workshops. One of the most interesting resource in this digital library is research assistance and student interactions. The research assistance guides site visitors on how he/she can utilize keywords to access the desired articles and research reports.
NUR-513 Quiz: APA, GCU Library Resources, and Scholarly Research GCU Conclusion
At this point, it is fair to assert that academic writing is a unique skill that demands efficacy, especially in matters pertaining to academic style and standards. The APA style of writing offers the most appropriate set of rules that ought to be followed by a writer in order to deliver a piece that demonstrates conciseness, clarity, quality, credibility, and relevance.
NUR-513 Quiz: APA, GCU Library Resources, and Scholarly Research GCU Reference
American Psychological Association (APA) (2010). Publication Manual of the American Psychological Association, Sixth Edition. APA. Available from https://www.apa.org/pubs/books/4200066
Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 3. Retrieved from https://psycnet.apa.org/journals/amp/73/1/3/
The topic I discussed was about the completion of nighttime observation rounds in psychiatric facilities. At night, it is difficult for staff to complete these observation rounds because patients are sleeping and the lights are off, so flashlights must to used to visualize patients. Using lights to observe patients at night can disrupt patient sleep patterns, leading to worsening of mental health conditions. To further investigate this issue more clinical, qualitative, and peer reviewed research will need to be taken into account.
There is a preliminary, qualitative research study that looked at the use of AI to assist nighttime observation rounding in the psychiatric setting (Barrera et al., 2021). The AI is a non-invasive sensor that is installed into patient rooms and can measure patients’ respirations and pulse with a live video feed (Barrera et al., 2021). Using technology like this can improve patients’ quality of sleep, experiences, and overall outcomes. Additionally, this technology can reduce the chance for human errors, or staff not completing observation rounds properly, which can improve patient safety as well.
The CRAAP Test is an acronym to use when deciding whether an article is reliable and credible enough for an academic research paper. CRAAP stands for currency, relevance, authority, accuracy, and purpose (New Jersey Institute of Technology, 2022). It is important to select research articles that meet this criteria because it ensures the research is credible and unbiased. It is imperative for researchers to ensure articles do not fabricate data or have conflicts of interest. Not meeting the CRAAP standards may indicate that a research article should not be used in evidence-based papers or journals.
The article I mentioned above meets the CRAAP Test standards. Currency: The article has been published and revised within the last five years. Relevance: The article is relevant to my topic of completing nighttime observation checks in psychiatric facilities. The intended audience of the research is healthcare professionals and developers who work in the mental health field. Authority: The authors of this study are researchers at an accredited and well-known university and the contact information for the lead researcher is included (Barrera et al., 2021). Additionally, the study uses 26 references and cites others in their field, and the study has been cited about 20 times by other researchers (Barrera et al., 2021). Accuracy: The information in this research came from a qualitative study and has been peer-reviewed and published in a credible academic journal (Barrera et al., 2021). Purpose: The purpose of this article was to inform others of the research findings and to encourage more research be conducted with AI in the psychiatric setting. There were also no conflicts of interest reported by the researchers and the point of view appears to be objective.
NUR-513 Quiz: APA, GCU Library Resources, and Scholarly Research GCU References
Barrera, A., Gee, C., Wood, A., Gibson, O., Bayley, D., & Geddes, D. (2021). Introducing artificial intelligence in acute psychiatric inpatient care: Qualitative study of its use to conduct nursing observations. Evidence Based Mental Health, 23(1), 34-38. http://doi.org/10.1136/ebmental-2019-300136
New Jersey Institute of Technology. (2022). How to evaluate information sources. https://researchguides.njit.edu/evaluate/CRAAP
Topic 6 DQ 2
Imagine the following scenario: You are taking the evidence-based practice course and one of your classmates shares an EBP project draft with you. You notice that some of the research has not been cited correctly or even at all. When you approach your classmate, the response is that “no one will notice, and it is not a big deal anyway.” What are your next steps in speaking with your classmate? Consider how this could reflect on the credibility and integrity of the individuals involved, the university, and the profession.
Resolving the issue with my classmate is essential to being respectful and helpful. The significance of academic honesty and the validity of the evidence-based practice course should be emphasized first. I would initiate a conversation with my colleague and insist that correctly citing research is essential to protecting the integrity of my academic and professional work, and it goes beyond only preventing plagiarism. Inadequate citations can seriously damage the credibility of research and have serious ramifications in the real world (Malicki et al., 2020). I would tell the student that upholding ethical standards in academics and research requires personal morality and professional accountability.
I will also highlight the possible effects of inaccurate citations on the university and the profession. The university’s reputation is based on the caliber and moral standards of its students’ work. It may lose credibility if widespread cases of academic dishonesty or unethical research methods are discovered. In a similar profession, nursing is dedicated to evidence-based practice, and any compromise on research integrity can harm the standing of the entire profession (Jared et al., 2023). By talking to my classmate about this, I would be sustaining ethical norms and actively supporting the preservation of academic and professional integrity, preserving the reputation of the college and the nursing profession. It is clear that resolving my classmate’s issue involves more than just ensuring that the citations are accurate; it also involves defending the reputation and credibility of the parties involved, my school, and the wider nursing profession. It’s an opportunity to promote integrity, which underpins evidence-based practice, and instill ethical research practices’ value. Ultimately, I would be improving my education, future career, and the larger academic community by upholding these ideals.
Jared, B., Hanna, K., & Piras, S. (2023). Academic integrity in nursing: What nurse leaders and faculty need to know now. Journal of Professional Nursing, 48, 107-111. https://doi.org/10.1016/j.profnurs.2023.07.002
Malički, M., Jerončić, A., Ter Riet, G., Bouter, L. M., Ioannidis, J. P., Goodman, S. N., & Aalbersberg, I. J. (2020). Preprint servers’ policies, submission requirements, and transparency in reporting and research integrity recommendations. JAMA, 324(18), 1901-1903. doi:10.1001/jama.2020.17195
As an advanced practice nurse, I do not plan to work directly in patient care. My goal is to work in a leadership position remotely. I currently work remotely and really enjoy the benefits of the position. I also feel that I can help the members we have by completing required tasks. I believe virtual care will continue to grow. There are multiple potential concerns in relation to virtual nursing.
Fronczek (2018) highlights concerns regarding privacy, confidentiality, and cybersecurity for interactions between providers and members. Another concern is the change technology can bring to the population, especially when it comes to teaching the vulnerable population such as the elderly how to use virtual resources. This is an area that needs improvement. Virtual appointments bring many possibilities to those who feel unsafe going to in person appointments and allows for flexibility. Many of the population, especially those categorized vulnerable, are unsure of how to use this technology.
One theory that could be applied to the change that occurs from learning and adapting to technology is Sister Callista Roy’s Adaptation Model of Nursing. Petiprin (2020) discusses Roy’s Adaptation Model of Nursing stating, “adaptation occurs when people respond positively to environmental changes, and it is the process and outcome of individuals and groups who use conscious awareness, self-reflection, and choice to create human and environmental integration”. The environmental change in this instance is the increase of technology in the world and the possibilities technology can provide. I feel Sister Callista Roy’s Adaptation Model of Nursing theory is appropriate to this problem because of the amount of change technology brings, especially to the vulnerable population. It is important for all the population, especially those that are vulnerable, to be taught how to appropriately use these resources safely. Education is key and can help everyone adapt to the changes that are happening within our world. (word count: 310)
Fronczek, A. (2018). Nursing theory in virtual care. Nursing Science Quarterly, 32(1), 35-38.
Petiprin, A. (2020). Roy’s adaptation model of nursing. Nursing Theory.
In my profession, I am required to educate on diabetes to help patient’s decrease their A1C. Diabetes is a huge issue and concern in America. Patient’s do not realize how it effects all aspects of their health. I discuss diet education, but also incorporate how important it is to lower their glucose to prevent high blood pressure, kidney failure, heart disease and neuropathy. Many patients I see have had amputation’s and have lost their sight due to uncontrolled blood glucose. I see several patients who have a long history of family members with diabetes, and the patient follows in the same steps as their family member. There are several theories that could apply to this issue. I have chosen the following three as I thought they were very appropriate for the patient taking responsibility for their own health and having a trusting nurse patient relationship, so the patient is more apt to listen and possibly put the education into action. It’s important to listen to the patient to get their take on how they feel about their health and what they are willing to do about it.
Dorothea Orem’s theory can be applied to this issue. People should take responsibility for their care, and their knowledge of potential health problems are needed for promoting self-care behaviors. Seeking and securing appropriate medical assistance early can help the patient manage diabetes better (Petiprin, 2020).
Faye Abdellah’s theory can be applied for diabetes. Establishing a good rapport with the patient helps with a trusting relationship. Including the patient’s family in the plan of care and developing a nursing care plan together. Validate the patient’s own conclusions about their issues (Petiprin, 2020).
Jean Watson’s caring theory can be applied. Developing a helping trust relationship with the patient and caregivers. Promoting an expression of feelings, letting the patient voice how they feel about diabetes and getting their perspective. Using problem solving for decision making, that would be helpful with finances to purchase food, daily routines and eating habits (Petiprin, 2020). (335 words)
Petiprin (2020) Dorothea Orem-Nursing Theorist. https://nursing-theory.org
Petiprin (2020) Faye Abdellah -Nursing Theorist. https://nursing-theory.org
Petiprin (2020) Jean Watson – Nursing Theorist. https://nursing-theory.org
We are embarking on week six now! You are almost to the finish line, can you believe it? This week our objectives focus on research and how we evaluate it. Many of you had a research class in your bachelor courses, but now you are in higher-level courses, and we need to recognize strong research versus weak research. You do not want to use just any research article for a reference in a persuasive paper, do you? No, of course not. As an advanced registered nurse, you need to learn how to evaluate research and recognize if it is sound or not.
This week our discussion questions (DQs) will revolve around research. Determining if research is quantitative or qualitative is a big step in evaluating research. Once you decide on that component, how do you evaluate the actual research that has been published? The other DQ focuses on how to correct a classmate when you see research not correctly cited. I am sure many of you have seen this already, not just in this course but in other online things you have seen. This may not seem like a huge deal at this point, but I promise you it is important as you progress through your programs and potentially move on to your doctorate-level courses.
Requirements for this week:
1. Topic 6 DQ 1 by 9/10 at 11:59 pm
2. Topic 6 DQ 2 by 9/12 at 11:59 pm
3. Participation – respond to your peer’s post at least 3 different days this week
4. Assignment “Quiz: APA, GCU Library Resources, and Scholarly Research”; this is due by 9/14. This is a 60-minute, 25-question quiz where you will be assessed on your skills in each of these. I do not recommend taking this quiz until you have completed the DQs and understand this information fairly well. Additionally, ensure you have 60-min set aside without interruption so you can focus on this quiz. The quiz times out in 60 min regardless if you have completed it or even seen all the questions. So, make sure you are ready to take it in its entirety when you open and start the quiz. Lastly, remember the GCU resources available to you that you can use to familiarize yourself with these topics.
Good luck with your assignments this week. I feel like several of you have test-taking anxiety, probably due to nursing school and the NCLEX, but do not let this quiz stress you out, but prepare and allow yourself the time to properly take the quiz. I feel the encouragement verse for this week is really appropriate. I am praying for all of you!
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