Part 4: Research Analysis Assignment
Part 4: Research Analysis Assignment
I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
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| Topic of Interest: | Relationship between Body Weight and High Blood Pressure |
| Research Article: Include full citation in APA format, as well as link or search details (such as DOI) | Kuciene, R., & Dulskiene, V. (2019). Associations between body mass index, waist circumference, waist-to-height ratio, and high blood pressure among adolescents: a cross-sectional study. Scientific reports, 9(1), 1-11. Retrieved from: https://www.nature.com/articles/s41598-019-45956-9 |
| Professional Practice Use: One or more professional practice uses of the theories/concepts presented in the article | There are different theories that have been applied in the article. The professional practice use of the theory is found in the explanation of different concepts such as the relationship that exists between the body mass index and the high blood pressure (Kuciene & Dulskiene, 2019). The theories have also been applied in the explanation of different concepts. |
| Research Analysis Matrix Add more rows if necessary | Strengths of the Research | Limitations of the Research | Relevancy to Topic of Interest | Notes |
| The strength of the article is found in the in-depth overview of different factors that contribute to the relationship between high blood pressure and body mass index. | There is a failure to determine cause and effect relationship from descriptive research. | The article is relevant to the topic of interest as it provides the correlation between the body mass index and high blood pressure. In other words, the research outcomes show that there is a strong correlation between body mass index and high blood pressure. | The article contains relevant information for the suggested topic. The article shows that there is a strong correlation between body mass index and high blood pressure. |
| The application of the primary data to determine the correlation between high blood pressure and the body mass index | Lack of reliable and available data in the research process | The article is relevant to the topic of study since it provides or determine the correlation that exist between body mass index and high blood pressure. | From the article, it can be concluded that individuals with high body mass index are at a high risk of hypertension or high blood pressure. |
Step 2: Summary of Analysis
To elaborate deeply on the topic of study, there was identification of the appropriate or relevant article to be used as references. The articles were selected from a database consisting of different research studies. The topic was used in the search strategy and out of the numerous articles that exist in the database, this article proved to be the most relevant. Also, in the search process, keywords were used to filter the articles. Some of the keywords applied include hypertension, high blood pressure, body mass index, and body weight.
One of the strategies that is appropriate in finding the best peer-reviewed research article is the use of keywords (Merrill & Richardson, 2019). With keywords, it is easier to find the relevant research article or the peer-reviewed research article to be applied to the study process. Also, I would use the year or publication and the authors to identify relevant peer-reviewed articles to be applied to the research process. In most cases, the use of keywords is the most common approach in searching for the articles for the study process.
One of the resources that I intend to use in future for peer-reviewed search is the databases that consist of relevant peer-reviewed articles. The university database consists of numerous articles that have been published to enhance different study processes. In other words, the databases are rich sources of information for different topics and research processes.
Part 4: Research Analysis Assignment References
Kuciene, R., & Dulskiene, V. (2019). Associations between body mass index, waist circumference, waist-to-height ratio, and high blood pressure among adolescents: a cross-sectional study. Scientific reports, 9(1), 1-11. https://www.nature.com/articles/s41598-019-45956-9
Merrill, R. M., & Richardson, J. S. (2019). Peer Reviewed: Validity of Self-Reported Height, Weight, and Body Mass Index: Findings from the National Health and Nutrition Examination Survey, 2001-2006. Preventing chronic disease, 6(4). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2774635/
Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research.
Hence research analysis skills are critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:
- Reflect on the strategies presented in the Resources this week in support of locating and analyzing research.
- Use the Walden Library to identify and read one peer-reviewed research article focused on a topic of interest to you in your specialty field.
- Review the article you selected and reflect on the professional practice use of theories/concepts as described by the article. Assignment: Academic Success and Professional Development Plan Part 4: Research Analysis
Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified. Part 4: Research Analysis Assignment
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Health Literacy
Research Article: Include full citation in APA format, as well as link or search details (such as DOI)
Farmanova, E., Bonneville, L., & Bouchard, L. (January 01, 2018). Organizational health literacy: Review of theories, frameworks, guides, and implementation issues. Inquiry (United States), 55. https://doi.org/10.1177/0046958018757848
Professional Practice Use:
One or more professional practice uses of the theories/concepts presented in the article
Integrated care seeking to integrate cultural competence and health literacy using Rawls’s theory of justice.
Kurt Lewin’s theory has been suggested to identify and eliminate barriers to services, information, and care to improve health literacy.
Research Analysis Matrix
Add more rows if necessary
Strengths of the Research
Limitations of the Research
Relevancy to Topic of Interest
Notes
Coherent and logical rationales for conducting the study.
The study limited to a specific library type of studies, that is, in specialty or in the area of interest.
The rationale for the research question gives the purpose of the study to generate evidence and answer research question related to health literacy.
The rationales reflect on the addition of knowledge by filling a gap in the understanding and resolution of controversies to remedy some particular problem. Part 4: Research Analysis Assignment
Concrete description of design, procedures, methods, analyses and accurate reports of findings.
Limited evidence about the efficacy of health literacy guides.
Plausible interpretations and conclusion based on findings related to health literacy guides.
Organizational health literacy need a clear and robust connection between vision, operationalization, and implementation strategy to patient care.
The Assignment:
Using the ‘Week 4 | Part 4’ section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following: Assignment: Academic Success and Professional Development Plan Part 4: Research Analysis
- Clearly identify the topic of interest you have selected.
- Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details.
- Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article.
- Provide a clear and accurate analysis of the article using the Research Analysis Matrix section of the template.
- Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources.
- Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
- Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research.
- Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
- Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research.
- Integrate at least one outside resource and 2-3 course specific resources to fully support your summary. Part 4: Research Analysis Assignment
Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.
Student Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
- This Syllabus, including the Course Schedule that is linked on this page as a PDF
- Course Calendar
- Support, Guidelines, and Policies
Credit Hours
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Part 4: Research Analysis Assignment
Course Description
In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization. Assignment: Academic Success and Professional Development Plan Part 4: Research Analysis
Course Learning Outcomes
By the conclusion of this course, you should be able to:
- Develop networks for academic and professional success.
- Identify strategies for academic and professional success.
- Apply strategies to promote academic integrity and professional ethics.
- Analyze peer-reviewed research related to issues in nursing practice.
- Create academic success and professional development plans.
- Justify selection of MSN specializations using standards and scope of practice.
College of Nursing Alignment of Learner Outcomes
Click on the following link to access the College of Nursing Alignment of Learner Outcomes:
Document: NURS 6003 College of Nursing Alignment of Learner Outcomes (PDF)
Course Materials
Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.
Course Text
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.
Note: Please keep this text as it will be used in subsequent courses in your MSN program.
Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.
Media
Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item. Part 4: Research Analysis Assignment
Course Readings List
The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:
NURS 6003 Course Readings List
Dedicated Support for Course Media
You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.
Primary and Secondary Sources
Review the following information prior to selecting resources for assignments.
Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.
Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces. Part 4: Research Analysis Assignment
Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.
Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.
Course Assignments
- Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
- Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
- Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.
Academic integrity and professional ethics are critical in the healthcare systems. Academic integrity ought to be observed by all learners to ensure that they adhere to educational standards. Professional integrity, on the other hand, enhances adherence to professional practices. In most cases, academic integrity translates to professional integrity. Professional integrity often involves professional techniques that incorporate a code of ethics, including conduct and behaviors that guide how professionals should carry themselves or behave in their work. The purpose of this section is to express the strategies that can be applied to promote academic integrity and professional ethics.
Explanation for the relationship between academic integrity and writing
There exist a close relationship between academic integrity and writing. In most cases, the levels of writing and the readers’ perception are shaped or defined by academic integrity expressed by the authors in the process of writing. Academic writing has always been perceived as the cornerstone of professional writing (Memon et al., 2018). It involves displaying honesty and taking responsibility in the writing and submission of plagiarism-free or original work. While writing, it is necessary for the writers to give credit to different scholarly works during the presentation of an individual’s ideas.
There has always been a close relationship between academic integrity and writing. The perception of the readers, as well as the levels of writing, are often shaped by the academic integrity expressed by the authors in the course of writing. In writing, avoiding plagiarism by acknowledging other people’s ideas or scholarly works through proper citations and referencing is one of the main approaches in academic writing (Bealle, 2017). Through observing academic integrity, fairness and trust are always built between the authors and readers. Besides, the expression of one’s ideas often builds on creativity and creates value in academic works.
Explanation for the relationship between professional practices and scholarly ethics
Professional practices are code of ethics, including conduct and behaviors that provide guidance on how professionals should carry themselves or behave in their work. On the other hand, scholarly ethics, morals, academic integrity in course works or research processes, as well as the examinations involved in the course of the study. There is a close relationship between scholarly ethics and professional practices since they have been perceived to build on each other (Garza & Parnther, 2018). An individual with strong scholarly ethics often tends to have strong skills that can be shifted into a high standard of professional practice. Additionally, continuous practicing of scholarly ethics often builds an individual’s creativity and confidence in performing tasks or doing things that have profound ground that leads to excellence in professional practices.
There are essential tools that can be applied in the process of writing to ensure improvement in quality and to detect similarity index or plagiarism beforehand. Safe assign software and Grammarly are some of the essential tools that can be used to improve grammar and general quality of work. Safe Assign and Grammarly can be applied to detect the similarity index. These tools can also be applied in detecting existing errors or omissions in terms of grammar, spelling, sentence structures, as well as punctuation. Additionally, these tools aid in detecting different areas that may require quotation citations or paraphrasing by highlighting the levels of similarity index. These tools, therefore, builds upon the improvement in academic integrity.
PART 2: Strategies for Maintaining Integrity of Work
The strategies that I intend to pursue to ensure a high level of ethics and integrity of my work include:
Academic work as a student on MSN Program
During my coursework, I plan to express a high level of academic integrity as well as adherence to effective, ethical standards. One of the strategies I intend to apply is early preparation of reexaminations and timely delivery of assignments. In most cases, doing and submitting an assignment on time reduces the levels of plagiarism and grammatical errors. Also, while writing assignments, I will acknowledge other people’s by integrating appropriate references and citations. Finally, I will apply Grammarly and Safe Assign to ensure no similarity index can reduce the quality of work or assignments submitted.
Professional Work as a Nurse throughout My Career
With the changes in the professional environments, healthcare professionals, specifically nurses, ought to adhere to the continuous learning processes to align their skills with the dynamics of the changing environments. To ensure the maintenance of high levels of integrity in my professional work as a nurse, I will ensure continuous learning processes. In other words, I will always strategize in advancing my career every four years. Through learning, I will acquire skills necessary to improve my overall integrity and competency throughout my career. Further, adhering to the professional code of conduct and policies will generally improve my professionalism.
Conclusion
There is a strong relationship between academic integrity and professional integrity. Therefore, the strategies applied in the promotion of academic integrity can also be used to facilitate professional integrity. To ensure academic integrity, there is always the need for learners and educators to adhere to the tools such as Grammarly and Safe Assign used to reduce similarity index and correct grammar. Safe Assign and Grammarly can be applied to detect the similarity index. These tools can also be applied in detecting existing errors or omissions in terms of grammar, spelling, sentence structures, as well as punctuation.
Part 4: Research Analysis Assignment References
Bealle, P. (2017). Community college academic integrity lessons that put research into practice. Theory Into Practice, 56(2), 144-155. https://doi.org/10.1080/00405841.2017.1283573
Garza Mitchell, R. L., & Parnther, C. (2018). The Shared Responsibility for Academic Integrity Education. New Directions for Community Colleges, 183, 55-64. https://eric.ed.gov/?id=EJ1187450
Memon, M. A., Salleh, R., & Baharom, M. N. R. (2018). The link between training satisfaction, work engagement and turnover intention. European Journal of Training & Development, 40(6), 407–429. https://doi.org/10.1108/EJTD-10-2015-0077
Part 4: Research Analysis Assignment Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module03_Week05_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Using the Module 3 Part 3 section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
· The topic of interest you have selected.
· Correctly formatted APA citation of the article you selected, along with link or search details.
· Identify a professional practice use of the theories/concepts presented in the article.
Points Range: 18 (18%) – 20 (20%)
The response clearly identifies the topic of interest selected.
The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details.
The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article.
Points Range: 16 (16%) – 17 (17%)
The response partially identifies the topic of interest selected.
The response provides a partial citation of the article selected, including a partial link or search details.
The response partially identifies and describes a professional practice use of the theories/concepts presented in the article.
Points Range: 14 (14%) – 15 (15%)
The response vaguely identifies the topic of interest selected.
The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details.
The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article.
Points Range: 0 (0%) – 13 (13%)
The response vaguely and inaccurately identifies the topic of interest selected, or is missing.
The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing.
The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article, or is missing.
Analysis of the article using the Research Analysis Matrix section of the template.
· Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice.
Points Range: 18 (18%) – 20 (20%)
The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template.
The response clearly and accurately explains in detail the justification of whether or not to recommend the use of the article to inform professional practice.
Points Range: 16 (16%) – 17 (17%)
The response provides a partial analysis of the article using the Research Analysis Matrix section of the template.
The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice.
Points Range: 14 (14%) – 15 (15%)
The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template.
The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice.
Points Range: 0 (0%) – 13 (13%)
The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template, or is missing.
The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice, or is missing.
Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
· Describe your approach to identifying and analyzing peer-reviewed research.
· Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
· Identify at least one resource you intend to use in the future to find peer-reviewed research.
Points Range: 41 (41%) – 45 (45%)
The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research.
The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research.
The response provides a complete, detailed, and specific synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response fully integrates at least 1 outside resource and 2-3 course specific resources that fully supports the summary provided.
Points Range: 36 (36%) – 40 (40%)
The response partially describes the approach to identifying and analyzing peer-reviewed research.
The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research.
The response provides an accurate synthesis of at least one outside resource that may be used in the future to find peer-reviewed research. The response integrates at least 1 outside resource and 2-3 course specific resources that support the summary provided.
Points Range: 32 (32%) – 35 (35%)
The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research.
The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research.
The response vaguely or inaccurately synthesizes at least one outside resource that may be used in the future to find peer-reviewed research. The response minimally integrates resources that may support the summary provided.
Points Range: 0 (0%) – 31 (31%)
The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research, or is missing.
The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research, or is missing.
The response fails to integrate any resources that may be used in the future to find peer-reviewed research to support the summary provided, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6003_Module03_Week05_Assignment_Rubric
