W5 RUA

RUA Week 5: Analyzing Published Research

Your Name (without credentials)

Chamberlain University College of Nursing

Course Number: Course Name

Name of Instructor

Assignment Due Date

RUA Week 5: Analyzing Published Research

Type a brief introduction to the paper. 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 reference the rubric criteria when writing this section so that all requirements are included. Describe the problem and focus of the group's work. Discuss significance of the problem, health outcomes that result from your problem, and what statistics show this is a problem. Include the Group PICOT question to clarify the focus of the paper. What is the purpose of the paper? (This is similar to the same section in the first RUA. Tweak that information based on feedback.)

(Data Summary: Evidence Matrix TABLE: This is best placed at the end of the paper as an appendix. IT must be included. IT is required.)

Synthesis of the Literature

In this section discuss findings. Be sure to reference the rubric criteria when writing this section. Expand on the information placed in the matrix table. Cite your studies throughout, and any other sources used.

Variables

In this section you will discuss variables. You listed them on the table. NOW compare and contrast them within each study. Be sure to reference the rubric criteria when writing this section. CITE your studies and all sources. DO NOT use “study one”, study titles, journal titles etc. Use APA citations (author last name and date)

Methods

In this section you will compare and contrast methods of the two studies. What were the study designs and procedures for each study? Include confidence levels. Be sure to reference the rubric criteria when writing this section.

Participants

In this section you will describe participants. What did the sample look like? What were the demographics of the sample (gender, age, education level, ethnicity, experience, etc.). There is usually a table in the study that identifies this information. Be sure to reference the rubric criteria when writing this section.

Instruments

In this section you will discuss instruments. Identify instruments used to collect data in both studies. Were they established tools or did the authors develop them. Validity and reliability of each tool should be described. (IT is not sufficient to say “various tools were used” or “all tools were valid and reliable). Be sure to reference the rubric criteria when writing this section.

Implications for Future Work

Discuss how the findings from the studies provide evidence to answer your group’s question. What else is needed to answer the question. For next steps identify two questions that can help guide the group’s work. Be sure to reference the rubric criteria when writing this section.

Conclusion

Papers should end with a conclusion or summary. Do not start this section “In conclusion...” It’s already labeled that way. It should be concise and contain no new information. What evidence do you have to address your group question? Make a connection back to summarize included sections. Leave the reader wanting to read more. 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).

References

Type your reference here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). References in alphabetical order. See your APA Manual and the resources in the APA section of Resources for reference formatting.

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Appendix A

Evidence Matrix Table

Article	References	Purpose Hypothesis Study Question(s)	Study Variables	Study Design	Sample Size & Selection	Data Collection Methods	Major Finding(s)
1 (SAMPLE ARTICLE)	Smith, L. (2013). What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.	How do educational support groups effect dietary modifications in patients with diabetes?	D-Dietary modifications I-Education	Qualitative	N- 18 Convenience sample-selected from local support group in Pittsburgh, PA	Focus Groups	Support and education improved compliance with dietary modifications.
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