NUR 550 Topic 4 Assignment: Critical Appraisal of Research

Grand Canyon University NUR 550 Topic 4 Assignment: Critical Appraisal of Research-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NUR 550 Topic 4 Assignment: Critical Appraisal of Research assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NUR 550 Topic 4 Assignment: Critical Appraisal of Research                       

Whether one passes or fails an academic assignment such as the Grand Canyon University NUR 550 Topic 4 Assignment: Critical Appraisal of Research depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NUR 550 Topic 4 Assignment: Critical Appraisal of Research                       

The introduction for the Grand Canyon University NUR 550 Topic 4 Assignment: Critical Appraisal of Research is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NUR 550 Topic 4 Assignment: Critical Appraisal of Research                       

After the introduction, move into the main part of the NUR 550 Topic 4 Assignment: Critical Appraisal of Research  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NUR 550 Topic 4 Assignment: Critical Appraisal of Research                       

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NUR 550 Topic 4 Assignment: Critical Appraisal of Research                       

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NUR 550 Topic 4 Assignment: Critical Appraisal of Research Included After Question

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

 To Prepare:

• Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
• Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
• Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.

The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

BY DAY 7 OF WEEK 7

Submit Part 3A and 3B of your Evidence-Based Project.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as MD4Assgn+last name+first initial.
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

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A Sample Answer For the Assignment: NUR 550 Topic 4 Assignment: Critical Appraisal of Research

Title: NUR 550 Topic 4 Assignment: Critical Appraisal of Research

Topic 4: Critical Appraisal of Research

Nursing practices influence the risks for CAUTIs among the patients in ICU. Therefore, there is need to develop evidence-based practices that will help reduce the burden of CAUTIs among the patients on catheters. The current study appraises the various sources providing recommendations on the best practices to reduce CAUTIs.

Evaluation Table

Full APA formatted citation of selected article.	Article #1	Article #2	Article #3	Article #4
	Parker, V., Giles, M., Graham, L., Suthers, B., Watts, W., O’Brien, T., & Searles, A. (2017). Avoiding inappropriate urinary catheter use and catheter-associated urinary tract infections: a pre-post control intervention study. BMC Health Services, 17(314). doi: 10.1186/s12913-017-2268-2.	Ferguson, A. (2018). Implementing a CAUTI Prevention Program in an Acute Care Hospital Setting. Urologic Nursing,38(6), 273–302. DOI: 10.7257/1053-816X.2018.38.6.273.	Scanlon, K. A. (2017). Saving Lives and Reducing Harm: A CAUTI Reductions Program. Nursing Economics, 35(3):134-141.	Menegueti, M. G., Ciol, M. A., Bellissimo-Rodrigues, F., Auxiliadora-Martins, M., Gaspar, G. G., Canini, S. R. M. da S., Bakir., M. (2019). Long-term prevention of catheter-associated urinary tract infections among critically ill patient through the implementation of an educational program and a daily checklist for maintenance of indwelling urinary catheter: A quasi-experimental study. Medicine. 98(8). DOI: 10.1097/MD.0000000000014417
Evidence Level *(I, II, or III)	II	II	I	I
Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**	No theoretical framework mentioned in the text.	No theoretical or conceptual framework defined.	The study was based on the dry bag Concept”, innovative modifications and root cause analysis concept.	No theoretical framework indicated
Design/MethodDescribe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).	The study used the multiple pre-post control intervention design based on the phased mixed method. The sample population included four acute care hospitals from the two Health Districts in NSW.  The point data were collected from all the adult inpatient wards in the hospital.	The study involved the use of survey design to assess the effects of offering on-time educational program to enhance nurses’ knowledge about CAUTIs.	The study involved quantitative measures in determining the overall success of standardized infection ratio, rations and catheter days in intensive care unit and non-critical areas in the facility	The study involved a quasi-experimental study conducted in an intensive care unit of hospital for over 12 years.
Sample/Setting  The number and characteristics ofpatients, attrition rate, etc.	The sample used in the study were obtained from the acute care hospital. A total of 500 patients per Health District were targeted.	The sample population included two units in a 393-bed acute care facility and a total of 59 nurses completed the education program in three months-term	The study was conducted in non-ICU setting.	The study was conducted in the intensive care unit setting. Sample size not defined
Major Variables Studied List and define dependent and independent variables	The dependent variable was the catheter-associated urinary tract infections (CAUTI) while the dependent variable was appropriate urinary catheter insertion practices.	The dependent variable was education on CUATIs prevention while the independent variable was CAUTIs risk.	The dependent variable was risk for CAUTIs while independent variables included the interventions developed such as standardized infection ratio, rations and catheter days in intensive care unit and non-critical areas in the facility	The independent variables included healthcare workers (HCWs) educational program and a daily checklist for indwelling urinary catheter indications. The dependent variable included CAUTIs.
Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done).	Descriptive statistics were used to determine the trends in the CAUTIs.	Descriptive statistics were used to compare the outcomes before and after the intervention.	The study involved the use of descriptive statistics.	Descriptive statistics were used in the study.
Data Analysis Statistical orQualitative findings(You need to enter the actual numbers determined by the statistical tests or qualitative data).	No actual data indicated.	The mean value for the knowledge on institutional policies before and after the interventions were 9.71 and 12.3 respectively. Mean for the method to prevent catheter-related infections were 4.59 and 5.24 respectively.	The CAUTIs reduced by h, 2015 reduced by 57% with a SIR of .67, following the intervention.	The study reports that the urinary catheter utilization decreased from phase I to phase IV (73.1%, 74.1%, 54.9%, and 45.6%, respectively). The rate of CAUTI decreased from phase I to phase IV (14.9, 7.3, 3.8, and 1.1 per 1000 catheter-days, respectively
Findings and Recommendations General findings and recommendations of the research	The study findings indicated that regular evaluation in the clinical practices can significantly help in reducing the burden on CAUTIs.	The study recommends the provision of education to the nurses on CAUTIs prevention.	Healthcare institution should consciously develop measures to minimize CAUTIs.	Providing education to healthcare workers on CAUTIs prevention can be implemented to address the high burden of infections among patients in ICU.
Appraisal and Study Quality  Describe the general worth of this research to practice. What are the strengths and limitations of study? What are the risks associated with implementation of the suggested practices or processes detailed in the research? What is the feasibility of use in your practice?	The strength of the study is that it used a multifaceted approach where the intervention focused on mixed methods to provide the answer to the research question.On the other hand, the main weakness in the study is that it fails to provide statistical evidence to the effectiveness of the improvement protocols developed in the hospitals.The findings from the study be supplemented with the results from other study.	The study’s strength is that it includes a multifaceted nature, interactive program that is consistent with literature on evidence-based care practice. On the other hand, the weakness is that the sample population was not adequate to provide data to be inferred to the general population.The study findings are feasible and can be used to address CAUTIs issues in hospitals.	The main strength in the article is that it provides data to show the effectiveness of developing and transferring best practices in all areas of care in the facility, especially in critical. On the other hand, the main weakness is that the study does not define the sample population characteristics.Findings from the study are feasible and can be used in clinical practice.	The study has strengths as it was carried out for over ten years and so provides tested and verified results. On the other hand, the weakness is that the study does not provides the approaches used in monitoring the practices in the ICU unit.Findings from the study are reliable and feasible for clinical practice.
Key findings	The critical care nurses can reduce CAUTIs by understanding the effects of indwelling catheters and catheterization.	Education can help reduce the burden of CAUTIs in hospitals.	Continuous education on infection prevention reduces the risk for CAUTIs.	Healthcare workers (HCWs) educational program and a daily checklist for indwelling urinary catheter indications reduced the risk of CAUTIs.
Outcomes	Reduced CAUTIs	Improved level of knowledge on CAUTIs prevention	Risk for CAUTIs	Risk for CAUTIs
General Notes/Comments	Healthcare facilities should engage continuous quality improvement process.	Healthcare facilities should have standard measures to prevent CAUTIs.	The study indicates that generation of data is a critical aspect of improving overall patient delivery and safety, especially in infection control.	The study indicates that effective programs over a duration provides a comprehensive outlook of the benefits of safety interventions focused on improving quality of care delivered to patients.

 

Part 3

The burden presented by CAUTIs among the patients in the intensive care units cannot be underestimated. Therefore, healthcare institutions should be deliberate in providing quality improvement and safety protocols for the healthcare workers in the units. The review of literature indicates the need to provide continuous education to the healthcare providers and ensuring that they promote the safety of their patients and minimize the risks of CAUTIs transmission. The role of education in reducing the burden of CAUTIs among the patients in ICU was highly emphasized (Ferguson, 2018).

The education should be provided continuously to the healthcare provider to increase their level of consciousness in promoting safety during the catheter insertion. Besides, the regular insertions and prolonged stay of the catheters were also associated with increased risk for infection. The findings from the studies provide relevant guidelines that can be implemented to promote safe treatment environment for the patients in needs of catheter insertion and they are supported by Durant (2017). It is apparent that some of the healthcare providers are not aware of the safety measures needed for the ICU practice and so may predispose the patients to CAUTIs by failing to observe the aseptic measures.

Finally, the results from the analysis are essential and can be used to promote safety in the ICU departments. The risk for CAUTIs is high among the patients with prolonged catheterizations (Carr, 2017). Therefore, the nurses and healthcare providers must observe aseptic protocols. However, such can only be effective with standardized protocols and procedures for ICU nursing practice.

NUR 550 Topic 4 Assignment: Critical Appraisal of Research Conclusion

CAUTIs are significant factors in the delivery of healthcare. Several studies have analyzed the interventions that could help facilities to address them. There is a consensus amongst the studies that education of healthcare providers will play a fundamental role in reducing the incidences of CAUTIs in facilities.

NUR 550 Topic 4 Assignment: Critical Appraisal of Research References

Carr, A. N. (2017). CAUTI Prevention: Streaming Quality Care in a Progressive Care Unit. Medsurg Nursing, 26(5).

Durant, D. J. (2017). Nurse-driven protocols and the prevention of catheter-associated urinary tract infections: a systematic review. American journal of infection control, 45(12), 1331-1341. https://doi.org/10.1016/j.ajic.2017.07.020

Ferguson, A. (2018). Implementing a CAUTI Prevention Program in an Acute Care Hospital Setting. Urologic Nursing, 38(6). DOI: 10.7257/1053-816X.2018.38.6.273.

Menegueti, M. G., Ciol, M. A., Bellissimo-Rodrigues, F., Auxiliadora-Martins, M., Gaspar, G. G., Canini, S. R. M. da S., Bakir., M. (2019). Long-term prevention of catheter-associated urinary tract infections among critically ill patient through the implementation of an educational program and a daily checklist for maintenance of indwelling urinary catheter: A quasi-experimental study. Medicine. 98(8). DOI: 10.1097/MD.0000000000014417

Parker, V., Giles, M., Graham, L., Suthers, B., Watts, W., O’Brien, T., & Searles, A. (2017). Avoiding inappropriate urinary catheter use and catheter-associated urinary tract infections: a pre-post control intervention study. BMC Health Services, 17(314). doi: 10.1186/s12913-017-2268-2.

Scanlon, K. A. (2017). Saving Lives and Reducing Harm: A CAUTI Reductions Program. Nursing Economics, 35(3):134-141.

A Sample Answer 2 For the Assignment: NUR 550 Topic 4 Assignment: Critical Appraisal of Research

Title: NUR 550 Topic 4 Assignment: Critical Appraisal of Research

Identifying the Phenomenon

The article by Rankin et al., (2018) was selected for this assignment. The research focused on human experiences within a natural setting. The phenomenon was the barriers and facilitators to taking self-management of diabetes in pre-adolescent children suffering from diabetes type 1. The researchers conducted interviews in the doctor’s office where the participants were encouraged to share their experiences related to self-management tasks related to diabetes type 1. The study was conducted in the natural setting of the participants in that data was obtained in their usual environment. There was also the use of simulations such as drawing to increase the depth of the information that was obtained in the study.

The phenomenon under investigation in the research by Rankin et al., (2018) is relevant to nursing. It explores the patient-related factors that influence the utilization of self-care tasks in the management of diabetes. It also provides insights into the barriers and enablers to the use of self-care tasks by pre-adolescents for the management of diabetes. The information from the article enables nurses and other healthcare providers to identify effective interventions that can enhance the utilization of self-care management techniques in pre-adolescents with diabetes.

Structuring the Study

The research by Rankin et al., (2018) did not explicitly state the research question. However, it can be inferred from the aim of the research to have been; what are the barriers and facilitators to taking on diabetes self-management tasks in pre-adolescent children with type 1 diabetes? It can be seen from this question that the researchers specified the distinct process that was under investigation. They identified the focus of the study to be on the perceived barriers and facilitators by the participants. The study also identified the context of the research. It can be seen from the research question that the study targeted pre-adolescents with diabetes mellitus type 1. It also identified the nature of tasks that the target population are expected to engage in the management of diabetes mellitus type 1. Accordingly, the researchers were interested in the self-management tasks for diabetes mellitus type 1. The choice of qualitative method that was utilized in the selected study fitted with the research question. As seen in the study by Rankin et al., (2018), its main aim was to identify barriers and facilitators to self-management tasks for diabetes type 1 in pre-adolescents. The barriers and facilitators could only be identified through unstructured interviews that enabled the participants to express their experiences in detail. The approach to data analysis such as inductive, thematic approach was also appropriate due to its ability to provide a generalized view of the experiences of the participants.

Researchers Perspectives and Sample Selection

The biases of the researchers were reported. They included the use of a homogenous sample and small sample size. The researchers concluded that these factors are likely to influence the reliability, generalizability, and dependability of the reported findings. The researchers also provided structure of ideas that reflected their beliefs. For example, they expressed the fact that the incorporation of health information technologies into self-management tasks would address some of the barriers that were identified in the research. It can also be seen in the study that the sample selection utilized by the researchers lives in the phenomenon of interest. The participants were selected based on an inclusion criterion, which included being on treatment due to diabetes mellitus type 1 and willingness to participate in the research.

Data Collection

The methods of data collection that were utilized in the study by Rankin et al., (2018) were stated clearly. They included the use of unstructured interviews where participatory activities were utilized to prompt discussions. The interviews lasted for an average of 45 minutes and were digitally recorded and transcribed in entirety. There is the evidence that participant consent was an integral part of the data collection process. The parents or guardians and pre-adolescents were given consent forms to demonstrate their voluntary participation in the research.

Data Analysis

The dimensions of data analysis that were utilized in the research by Rankin et al., (2018) can be identified and followed logically. They included data analysis by two analysts, independent data analysis that was followed by joint discussions, development of a coding framework, and thematic analysis using NVIVO software. The researchers painted a clear picture of the participants’ reality. They used direct quotations of their descriptions to increase the readers’ understanding of these experiences. The interpretation of the researchers also captured the meaning of the participants. They utilized the data to come up with shared meanings by the participants concerning their subjective barriers and facilitators on self-management tasks in diabetes. The interpretation of the interpretation of the researchers was however not confirmed by other professionals.

Describing the Findings

The researchers provided an explicit analysis of their findings. They provided themes that represented the shared meanings of the participants’ experiences. They also gave examples of the direct quotations of the participants’ narratives about their experiences. They also compared the different subjective experiences to increase the understanding of the readers concerning the experiences. The researchers linked their findings to existing literature. There was an extensive analysis of the similarities and differences in the findings in the study and those reported by other scholars. This analysis provided insights into areas of further research on the topic.

NUR 550 Topic 4 Assignment: Critical Appraisal of Research References

Rankin, D., Harden, J., Barnard, K., Bath, L., Noyes, K., Stephen, J., & Lawton, J. (2018). Barriers and facilitators to taking on diabetes self-management tasks in pre-adolescent children with type 1 diabetes: a qualitative study. BMC endocrine disorders, 18(1), 1-9.

Description:

Read Chapters 5 and 6 in Evidence-Based Practice in Nursing and Healthcare.
Work as an Inclusive Part of Population Health Inequities Research and Prevention
Description:
Read “Work as an Inclusive Part of Population Health Inequities Research and Prevention,” by Ahonen et al., from American Journal of Public Health(2018).
Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research
Description:
Read “Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research,” by Weiss et al., from JONA: The Journal of Nursing Administration (2018).
Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides

Description:

Read “Environmental Health Sciences in a Translational Research Framework: More than Benches and Bedsides,” by Kaufman and Curl, from Environmental Health Perspectives (2019).
Scoping Implementation Science for the Beginner: Locating Yourself on the “Subway Line” of Translational Research

https://onlinenursingessays.com/nur-550-topic-4-assignment-critical-appraisal-of-research/
Description:
Read “Scoping Implementation Science for the Beginner: Locating Yourself on the ‘Subway Line’ of Translational Research,” by Lane-Fall, Curran, and Beidas, from BMC Medical Research Methodology (2019).

Also Read: HUMN 303 Week 6 Discussion DQ2 COLONIALISM AND SLAVERY

A Sample Answer 3 For the Assignment: NUR 550 Topic 4 Assignment: Critical Appraisal of Research

Title: NUR 550 Topic 4 Assignment: Critical Appraisal of Research

When I was looking for my ten research articles for this week’s assignment, I was surprised by how many of them found the interventions to be beneficial but refused to implement or maintain them due to a lack of time. I understand how time-consuming working in a busy clinic can be, but I don’t see how showing a patient a program that can confidentially/anonymously notify their partners to get tested for STDs or slipping a one-page survey to a patient at check-in can be so time-consuming. According to one of the studies, patients on those surveys requested STD testing but were not tested (Romo et al, 2019). And we’re curious as to why syphilis is so common. It’s ridiculous.

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Proposed Evidence-Based Intervention 13.0% The proposed evidence-based intervention is omitted. The proposed evidence-based intervention is incomplete. It is unclear how the proposed intervention incorporates health policiesand goals that support health care equity for the population of focus.

Nonetheless, translational research can contribute to the initiative’s success. Translational research is critical for improving population health because it allows health-care organizations to adopt and implement meaningful and applicable procedures that benefit human health. Increasing clinical readiness and competencies is an important translational research area that the National Public Health Improvement Initiative can use to improve health quality. The use of strong physician champions and robust analytics is likely to improve healthcare system organizational strength and, as a result, outcomes. This approach has been used by the Western Illinois Healthcare System. UnityPoint Health significantly reduced clinical variation, variable costs, and delays in the western Illinois healthcare system after increasing readiness and changing competencies, according to the Health Catalyst (2018). As a result, as seen in the case of western Illinois, translational research in the National Public Health Improvement Initiative aimed at increasing readiness and changing competencies is likely to produce remarkable results.

Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current and appropriate for the assignment criteria and nursing content.
Organization and Effectiveness 20.0%
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Format 10.0%
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. Benchmark – Evidence-Based Practice Project: