NUR 699 GC WEEK 6 COMPLETE DISCUSSION NUR 699 GC WEEK 6 COMPLETE DISCUSSION NUR699 ? NUR 699 GC Week 6 Discussion 1 When reviewing the literature and different types of evidence, there are often gaps in the findings. Are such gaps a help or a hindrance when wanting to create a change? NUR 699 GC Week 6 Discussion 2 What is the difference between statistically significant evidence and clinically significant evidence? How would each of these findings be used to advance an evidenced-based project? CLICK HERE TO ORDER YOUR NUR 699 GC WEEK 6 COMPLETE DISCUSSION NUR 699 GC Week 6 Assignment Evidence-Based Practice Proposal: Section G: Evaluation of Process Details: In 500-750 words (not including the title page and reference page), develop an evaluation plan to be included in your final evidence-based practice project. Provide the following criteria in the evaluation, making sure it is comprehensive and concise: Describe the rationale for the methods used in collecting the outcome data. Describe the ways in which the outcome measures evaluate the extent to which the project objectives are achieved. Describe how the outcomes will be measured and evaluated based on the evidence. Address validity, reliability, and applicability. Describe strategies to take if outcomes do not provide positive results. Describe implications for practice and future research. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Upon receiving feedback from the instructor, refine ?Section G: Evaluation? for your final submission. This will be a continuous process throughout the course for each section. Benchmark ? Evidence-Based Practice Proposal Final Paper Details: Throughout this course you will be developing a formal, evidence-based practice proposal. The proposal is the plan for an evidence-based practice project designed to address a problem, issue, or concern in the professional work setting. Although several types of evidence can be used to support a proposed solution, a sufficient and compelling base of support from valid research studies is required as the major component of that evidence. Proposals are submitted in a format suitable for obtaining formal approval in the work setting. Proposals will vary in length depending upon the problem or issue addressed; they can be between 3,500 and 5,000 words. The cover sheet, abstract, references page, and appendices are not included in the word limit. Section headings and letters for each section component are required. Responses are addressed in narrative form in relation to that number. Evaluation of the proposal in all sections is based upon the extent to which the depth of content reflects graduate-level critical-thinking skills. This project contains seven formal sections: Section A: Organizational Culture and Readiness Assessment Section B: Problem Description Section C: Literature Support Section D: Solution Description Section E: Change Model Section F: Implementation Plan Section G: Evaluation of Process Each section (A-G) will be submitted as separate assignments so your instructor can provide feedback (refer to applicable modules for further descriptions of each section). The final paper will consist of the completed project (with revisions to all sections), title page, abstract, reference list, and appendices. Appendices will include a conceptual model for the project, handouts, data and evaluation collection tools, a budget, a timeline, resource lists, and approval forms. Use the ?NUR-699 EBP Implementation Plan Guide? and ?NUR-699 Evidence-Based Practice Project Student Example? to assist you. Also refer to ?NUR-699 Evidence-Based Practice Project Proposal Format.? Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Order Now

ADDITIONAL INFORMATION 

Gaps in the findings of literature

Introduction

In the literature review, nothing is more important than a clear definition of the problem and objective of the study. The author must be able to describe clearly what he or she wants to find out about a particular subject. In addition, it’s necessary that the author draws attention to all its components (elements). In this way, you can avoid repeating yourself and keep your writing coherent. Let’s see some examples:

Lack of a clear definition of the problem and objectives.

• Lack of a clear definition of the problem and objectives.

• Lack of clarity in the objectives.

• Lack of clarity in the problem statement.

• Lack of clarity in research question/hypotheses.

You must first look at the publication of the literature review.

The publication date of the literature review is important because it helps you understand how current the research is. If a study was published in 2015, but has since been updated or revised by another researcher and was republished this year, then it may not be as relevant to your work as one that was published in 2016.

The publication date of the literature review also helps you understand how relevant the research is to your project’s goals. For example, if you are writing an article about how to improve customer service at a restaurant chain based on scientific studies done at Princeton University only five years ago (and there are no other factors influencing your decision), then using such old information may not provide any useful insights into improving service levels at restaurants today—or even tomorrow!

Poor organization, lack of coherence and missing transitions.

• Organization

Organization is the key to writing a literature review. A good introduction will help you organize your paper, and it’s important that you include all the relevant information in your introduction. It should be short and direct, but not too short—you should be able to easily read the entire paper without having to reread it several times. The second paragraph should provide details about what kind of topic has been studied (e.g., “the effects of running on weight loss”). This paragraph can also include references or citations if they are needed (see below).

• Coherence and transitions

The third paragraph should explain how each individual study contributes toward supporting or refuting existing theories about topics such as obesity and exercise habits; this section should have clear transitions between paragraphs so readers know where they stand right now compared with earlier statements made by authors in their works cited at end of previous paragraphs; also make sure each sentence ends with comma after commas while using synonyms such as “similarly” instead of just repeating word “similarly” repeatedly throughout article (which makes sense only when used together with other synonyms like “similarity”).

Overgeneralizations, as well as unnecessary qualifiers.

Overgeneralizations, as well as unnecessary qualifiers.

In addition to being able to identify the generalization in a statement, you must also be able to understand how it relates to the specific study being discussed. As such, overgeneralizations and unnecessary qualifiers can be used by both authors and readers alike when they are trying to draw conclusions from a single study or data set. In general, these types of statements serve only one purpose: they simplify an otherwise complex topic into something easier for an audience member (the reader) who may not have been exposed directly or indirectly through training or education on similar topics but instead has only had access through reading literature on these same topics. This simplification often leads writers down a path where they make statements based off limited evidence without considering all aspects necessary for making sense out of things like time frames – this can result in misleading conclusions being drawn about what happened with respect to certain events rather than simply accepting those events at face value without question

Too much paraphrasing of sources or lack of paraphrasing.

When you’re paraphrasing, you should be careful to avoid using too many direct quotes from your source material. Too much paraphrasing can make your paper feel like it’s full of the same information that was present in the original article. This is especially true if you’re writing about a topic that is not well known or has been covered by many other sources already.

The opposite danger of this issue occurs when you write an entire essay on one particular aspect of your topic without quoting any other sources at all! If only one side exists for any given argument, then there are two sides: those who agree and those who don’t agree with them (or vice versa). This makes it difficult for readers to understand why anyone might disagree with what they’ve read so far—and thus reduces their ability to engage with what follows later on down the road as well!

Lack of a review research material or inadequate searches of databases.

A literature review is a summary of the research that has been done on a topic. It should be based on current research, but also include older studies that may be applicable to your study.

A literature review should include:

• A statement about how you will use the information in your paper and how it fits into your argument. For example, if you are writing about why people should stop using antibiotics for colds and flus, then it would be helpful to mention some other studies that have shown similar results (for example, “In one study…”).

• A list of relevant citations from journals or books (or both). This can help readers find more information about what was already published on similar topics by other researchers who were working with similar methodologies or theories as yours do so well!

Too few citations or too many citations.

The first step in evaluating the quality of research is to determine if there are too few or too many citations. Too many citations can distract from your argument, making it difficult for readers to understand what you’re trying to say. On the other hand, a lack of citations can make your work seem incomplete and unimpressive—even though that’s not necessarily true!

The best way to solve this problem is by using citations as support instead of just listing them randomly throughout your piece. A citation should be used only when it supports an argument; otherwise, it’s not really doing its job properly. If a citation happens without any supporting text at all (e.g., “1), then readers will be confused about how exactly this source supports what you’re saying; whereas if there are close-text links between references within paragraphs (e.,g., 2), those references become easier for readers who want more information on different topics related to those discussed earlier in their reading experience (3).

Confusing the conduct of an analysis with the conduct.

A literature review is not a research study. It is an analysis of the studies that have been done on a particular topic, and it summarizes what has been published on that topic. The main purpose of a literature review is to help you better understand what has already been published about your topic area so that you can make reasonable decisions about future research and your own work in this area.

Takeaway:

In this section, we will talk about the main point of this paper and then we will go through some important points that can help you understand it better.

The main point of this paper is to show how much research there is in literature on gaps in learning, but not enough attention has been paid to them. The first gap identified was that people don’t know how to teach themselves or others with disabilities because they do not have enough tools or resources available to them. The second gap identified was that most schools do not offer special education programs for students who are deaf or hard-of-hearing (DHH) or blind/visually impaired (BVV). This can lead to low academic achievement rates among these students because they are unable to determine what their strengths are when compared against other students’ weaknesses without knowing where these weaknesses exist within the course material being taught by teachers who themselves may not have experienced learning disabilities themselves due lack thereof.”

Conclusion

We hope that you have learned something from this article, and that you will use these tips to improve the quality of your research. We also suggest discussing them with a close friend or colleague who has expertise in this area.

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