Complete RUA 5 and adopt the same articles from RUA 3, using given template.
Complete RUA 5 and adopt the same articles from RUA 3, using given template. Submit a separate Matrix Table of findings. Open webex link for detailed reference.
https://teach.webex.com/teach/ldr.php?RCID=74cfb0ab23b799932aed290bc89e9730
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NR449Week5RUAAPATemplateExample28229.docx
Your Title Here
Your Name (without credentials)
Chamberlain University College of Nursing
Course Number: Course Name
Name of Instructor
Assignment Due Date
Title of Your Paper in Upper and Lower Case (Centered, Bold)
This Template is a guide, please refer to your rubric for all criteria, and feel free to adjust the headings names. This is just an example of how to structure your paper using headings with some content from the rubric.
Type your introduction here. Although the first paragraph after the paper title is the introduction, no heading labeled “Introduction” is used. This is a great place to utilize a scholarly resource, to emphasize why the topic is important.
Problem
This section will discuss your Clinical Question. Be sure to talk about these following rubric criteria below.
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
Evidence Matrix Table: Data Summary
Include a few lines describing what you are going to discuss here as a brief introduction. When done write a sentence telling the reader to please see Appendix A. (This is at the end after your references and is your matrix table that you will complete).
Synthesis of the Literature
This is the section for Description of Findings. Describe the data in the Matrix Table, including proper intext citations and reference list entries for each article. (Delete this information)
Variables
1. Compare and contrast variables within each study.
Methods
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
Participants
3. Participant demographics and information.
Instruments
4. Instruments used, including reliability and validity
Implications for Future Work
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
Conclusion
Papers should end with a conclusion or summary. It should be concise and contain no new information. No matter how much space remains on the page, the references always start on a separate page (insert a page break after the conclusion so that the references will start on a new page). Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
References (centered, bold)
Type your reference here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). Refrences in alphabetical order. See your APA Manual and the resources in the APA section of Resources for reference formatting.
Journal Citation Example:
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. https://doi.org/xx.xxx/yyyy
Website Example:
Lastname, F. M. (Year, Month Date). Title of page. Site name. URL
Format for Books:
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Publisher Name. DOI (if available)
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Appendix A (Appendix is on its own page after references)
Subject of the Appendix (Evidence Matrix Table: Data Summary is fine)
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Article |
References |
Purpose Hypothesis Study Question(s) |
Variables Independent(I) Dependent(D) |
Study Design |
Sample Size & Selection |
Data Collection Methods |
Major Finding(s) |
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Smith, L. (2013). What |
How do educational support |
D-Dietary |
Quantitative |
N- 18 |
Focus Groups |
Support and education |
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(SAMPLE |
should I eat? A focus for |
groups effect dietary modifications |
modifications |
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Convenience |
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improved compliance with |
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ARTICLE) |
those living with diabetes. |
in patients with diabetes? |
I-Education |
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sample-selected |
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dietary modifications. |
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Journal of Nursing |
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from local support |
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Education, 1(4), 111-112. |
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group in Pittsburgh, |
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PA |
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