2024 - Assignment writing service

DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

DNP-801 Preconference Evaluation: Individual Success Plan (ISP)
Preconference Evaluation: Individual Success Plan (ISP)

Assessment Description

The Individual Success Plan (ISP) assignment in this course requires your collaboration with the course faculty early on to establish a plan for successful completion of mutually identified and agreed-upon specific deliverables for your programmatic requirements. Programmatic requirements are: (1) completion of required practice immersion hours, (2) completion of work associated with program competencies, and (3) work associated with completion of your Direct Practice Improvement (DPI) Project.
BUY A PLAGIARISM-FREE PAPER HERE
A preconference meeting is required for DNP-815A, 840A, 830A, 955A, 960A, 965A. A preconference meeting is intended for the learner and preceptor/mentor to review course- and learner-specific learning objectives: the roles, responsibilities, and expectations of the learner and preceptor/mentor during this practice immersion experience. All faculty and preceptor/mentor information will be given to each party by the learner. Any course or program information requested by the preceptor/mentor will be provided by the learner. During this meeting, the learner and preceptor/mentor will discuss the course and practice immersion goals, including any projects that are to take place. The faculty will review the submitted document and must approve proposed projects at this time DNP-801 Preconference Evaluation: Individual Success Plan (ISP). The faculty will also send an introductory email to the preceptor/mentor.
General Requirements:
Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course.

Locate and download Individual Success Plan (ISP) and Direct Practice Improvement (DPI) timeline documents in the DNP PI Workspace.
Review the DNP Program Milestones document in the DNP PI Workspace and identify which domains, competencies, and milestones apply to this course. Note: Not all courses have milestones.
Determine what practice immersion experiences you plan to seek in order to address each competency. Include how many hours you plan to set aside to meet your goals. Learners will apply concepts from each of their core courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
Use the ISP to develop a personal plan for completing your practice immersion hours and how competencies will be met. Show all of the major milestones and deliverables in the timeline.
Within the ISP, ensure you identify specific deliverables which can include the following: individualized DNP practice immersion contracts; comprehensive log of practice immersion hours applied to doctoral-level learning outcomes; learner evaluations; preceptor/mentor evaluations; current and updated CV; scholarly activities; GCU DNP competency self-assessment; reflective journal; course goals and plan for how competencies and practice immersion hours will be met; faculty and preceptor/mentor approvals of course goals and documented practice immersion hours; and DPI Project milestones DNP-801 Preconference Evaluation: Individual Success Plan (ISP).
While an ISP is required, unless you have a mentor, a mentor signature is not required for DNP-801A, 805A or DNP-810A. A preconference and a postconference/evaluation between learners and preceptors/mentors are mandatory for all learners enrolled in all DNP courses (from DNP-815A on). Conferences may be conducted face-to-face or via technology. A copy of the wet-ink or digitally (digital identifier) signed document must be uploaded into the classroom no later than the end of Topic 1.
Overall course- and learner-specific objectives: These objectives should be discussed during each conference, as learners are responsible for completing all experiences as mandated for the program.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to the beginning to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Learners will submit this assignment using the assignment dropbox in the digital classroom. In addition, learners must upload this deliverable to the Learner Dissertation Page (LDP) in the DNP PI Workspace for later use.

Directions:

Identify the specific deliverables you will complete throughout this course from those defined above with your faculty. Update your faculty/chair with any revisions or changes to the ISP.
List the challenges you expect to encounter as you continue the practice immersion hour and competency requirements throughout this course. DNP-801 Preconference Evaluation: Individual Success Plan (ISP) How might you overcome these challenges?
Complete the Contact Information table at the beginning of the ISP resource, and type in your signature (learner only) and the date on which you completed the table. Read the information in the ISP document, including the following: Learner Expectations, Derivation of the ISP, and Instructions for Completing the ISP.
Follow the instructions and complete the ISP.

Individual Success Plan (including Pre and Post Conference documentation)
Course # 801A PRACTICE!! -No submission 801A
Target Practice Hours 0 (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.) DNP-801 Preconference Evaluation: Individual Success Plan (ISP)

P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information

Learner Information
GCU

Name:

E-mail:

Phone Number:

Course Faculty/Chair Information
GCU

Name:

E-mail:

Phone Number:

Mentor/Content Expert/Preceptor Information
Practice Setting

Name:
ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
Instructions
Use this form to develop your Individual Success Plan (ISP) Individual Success Plan Student Document A Courses (1) for each course, starting in DNP-805A through graduation. An individual success plan maps out what you, the DNP Learner, needs to accomplish in order to be successful in your current course and overall program of study. You will also share this document with your mentor, preceptor, or content expert (CE) at the beginning of week one (like a pre-conference) and by the end of week eight of each course (like a post-conference except DNP-955A, 960A, and 965A it is due week 16). * Mentors are REQUIRED by DNP-815A. If you do not have a mentor in DNP 805A or DNP-810A you will still turn in your ISP’s week one and week eight and for the mentor signature you type “I do not have a mentor.” You cannot take courses after DNP-810A without a mentor.
In addition to the ISP, all DNP learners in DNP-815A, DNP-830A, DNP- 840A, DNP-955A, DNP-960A, DNP-965A, and extension courses will schedule a mid-conference between the faculty/Chair, mentor (preceptor), and learner before week five for 815A, 840A, and 830A. Week 8 will be the due date for 900 level courses as they are 16 weeks in length. This mid-conference document is located at the end of the ISP and will be uploaded into the week five dropbox Learners will type their names, and the mentor, preceptor, or CE will need to electronically sign with software that uses a displayed digital identifier or written signature.
Application-based learning assignments are listed in the specific course syllabus. Use the syllabus as a reminder for you to complete a weekly corresponding Case Log in Typhon or into Lopes tracker. It is the learner’s responsibility to enter the hours into Typhon/Lopestracker and ensure all hours are signed off before completion of the course. Faculty are not responsible to go back and approve hours later entered. Any independent study assignments in this course will require your collaboration with the course faculty and mentor, preceptor, or CE early on to establish a plan for successful completion of mutually identified and agreed upon deliverables and must relate to your current course objectives. Independent study assignments must be submitted to your instructor via the Private Forum if no dropbox is available DNP-801 Preconference Evaluation: Individual Success Plan (ISP).
For you to successfully complete and graduate from the DNP Program you must meet the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense and completion of your Direct Practice Improvement Project including signature by the Dean. DNP Learners who are deficient in hours or have a final manuscript deemed “not ready” for Dean’s review at the end of the program may require additional extension courses to meet programmatic requirements prior to Dean’s approval.
The syllabus will list the immersion hours for each course and may be different based on the curriculum. For example, DNP-815 may state 50 hours, while DNP-815A is 100 hours broken down into “Direct” or “Indirect” immersion” hours. Direct hours are completed at the project site with the mentor. DNP-801 Preconference Evaluation: Individual Success Plan (ISP) Indirect hours are used towards assignments, as the syllabus indicates. All actual hours are recorded into Typhon or Lopestracker substantively. Note that required practice hours vary from learner to learner and are determined by your MSN transcripts. Please contact your SSC for the number of practice immersion hours required to complete your DNP program. It is your responsibility to obtain this information and create a plan for your individual success.
ISP Table Requirements
Use the following information to ensure successful completion of the assignment as it pertains to deliverables due in this course:

Review the DNP Program Milestones document in the DC Network – Doctoral Program – DNP Program Materials – Folder – DPI Milestones. Please see the DNP Program Timeline in the DC Network for a quick overview.
Determine what practice experiences you plan to seek in order to address each course objective. Include the estimated number of associated practice immersion hours. Learners will apply objectives and concepts from each of their courses to reflect upon, critically examine, and improve current practice and are required to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
Use the ISP to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU DNP Domains & Competencies (Appendix A) related to that course. Show all the major milestones (if applicable) and deliverables. ISPs do not earn practice hours, nor does telephone conference time, or time spent with the mentor (unless there is National Emergency). Add your pre-, mid-, and post-conference dates and times to this document to ensure you have scheduled the time properly.

The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment)
Date
Due
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.
Self-Assessed GCU DNP Domains & Competencies (see appendix) DNP-801 Preconference Evaluation: Individual Success Plan (ISP)
Date Complete

Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network
Date
Due
Summary of Past Feedback
Self-Assessed GCU DNP Domains & Competencies (see appendix)
Date Complete

Direct Practice Improvement Project Planning and Progression
Elements of the design, development, and construction of the DPI project are integrated throughout the program curriculum. As you progress through the courses, use the following form to document your progress and preparation for the DPI project.

Intended Site for DPI (Make sure this is approved through OFE)
GCU

Site Name:

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

Contact Information:

PICOT Question
Department Feedback

Name:

E-mail:

Date:

Phone Number:

Mentor, Preceptor, or Content Expert Information
Practice Setting

Name:
ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960AA.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:
MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:
MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

Digital signatures with identifiers are accepted or wet ink.
For the Mentor (Preceptor): By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training before the course:

_____ Copy of or link to Graduate Field Experience Manual _____ I understand I must complete the course specific evaluations

_____ Copy of or link to the University Policy Handbook _____ Instructions for GCU Practicum/Clinical Tracking System

_____ Faculty Contact Information

Mentor-Faculty-Student Conference and Evaluation Information
A pre- and post-conference or evaluation between students and their mentors (preceptors) are mandatory for students enrolled in all DNP courses 805A-965A including extension courses. This will be considered completed using the Individual Success Plan. Conferences may be conducted face-to-face or via technology. A signature (Electronic with a digital identifier or wet signature) is required from the mentor (preceptor) during the pre- and post-conference periods. The ISP is to be uploaded into the appropriate drop boxes by the due date. * DNP- 801A learners should practice filling this form out but they will not be required to submit the document.
BUY A PLAGIARISM-FREE PAPER HERE
A pre, mid, and post-conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all DNP project courses (DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses). Conferences may be conducted face-to-face or via technology. A copy of this signed document will be uploaded into the course shell no later than the end of week five in the project courses.

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for the program.
A pre-conference: This meeting is intended for the student and mentor (preceptor) to review course and student-specific learning objectives: the roles, responsibilities, and expectations of student and mentor (preceptor) during this immersion experience. All faculty and mentor (preceptor) information will be given to each party per the student. Any course or program information requested by the mentor (preceptor) will be provided by the student. During this meeting, the student and mentor (preceptor) will discuss the course and immersion goals, including any projects that are to take place. The faculty will review the submitted document and need to approve proposed projects at this time. The faculty will also send an introductory email to the mentor (preceptor).

A mid-term conference is mandatory and will occur no later than week five of all project courses DNP-815A, DNP-830A, DNP-840A, DNP-955A, DNP-960A, DNP-965A, and extension courses. This meeting is intended for the student, faculty, and mentor (preceptor) to discuss student progress toward meeting the course goals. The faculty member will meet with the preceptor to conduct the student’s midterm evaluation (virtually). The mentor (preceptor) will meet with the student to review the evaluation form (in person or virtually). If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

A post-conference, is mandatory and will occur at the end of each course beginning in DNP-805A through graduation using the ISP Form. This is intended for the student and mentor (preceptor) to review and evaluate the completion of the ISP. The faculty will validate that all areas are at “meets expectations” on the mentor evaluation form located in Typhon or Lopestracker prior to progression. The learner will upload the ISP and Mentor evaluation, and proof of entered and approved immersion hours into the course drop boxes by week eight with the other required deliverables. Faculty will review this before filling out the Faculty evaluation of the learner in Typhon, which the learner will also upload in week eight. The course faculty completes a separate evaluation of the learner’s performance in the classroom. The faculty is responsible for any course grading, final course grade, and validation of the students’ completed practicum hours.

Individual Success Plan (including Pre and Post Conference documentation)
Course # __805A_______

P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information

Learner Information
GCU

Name:

E-mail:

Phone Number:

Course Faculty/Chair Information
GCU

Name:

E-mail:

Phone Number:

Mentor/Content Expert/Preceptor Information
Practice Setting

Name:
ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

Phone Number:

Updates and Modifications to this Individual Success Plan: Always check the DC Network for updated versions of this plan for each course.
The table below should address the following programmatic requirements: (1) completion of required practice immersion hours, (2) completion of work associated with all DNP and GCU program competencies, (3) successful defense, and completion of your Direct Practice Improvement Project, if applicable to the current course.

Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network
Date
Due
Summary of Past Feedback
Self-Assessed GCU DNP Domains & Competencies (see appendix)
Date Complete

Intended Site for DPI (Make sure this is approved through OFE)
GCU

Site Name:

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

Contact Information:

PICOT Question
Department Feedback

Name:

E-mail:

Date:

Phone Number:

Mentor, Preceptor, or Content Expert Information
Practice Setting

Name:
ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours as shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature. Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:
MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:
MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

Individual Success Plan (including Pre and Post Conference documentation)
Course # __810A________

P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information

Learner Information
GCU

Name:

E-mail:

Phone Number:

Course Faculty/Chair Information
GCU

Name:

E-mail:

Phone Number:

Mentor/Content Expert/Preceptor Information
Practice Setting

Name:
ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

Phone Number:

Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network
Date
Due
Summary of Past Feedback
Self-Assessed GCU DNP Domains & Competencies (see appendix)
Date Complete

Intended Site for DPI (Make sure this is approved through OFE)
GCU

Site Name:

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

Contact Information:

PICOT Question
Department Feedback

Name:

E-mail:

Date:

Phone Number:

Mentor, Preceptor, or Content Expert Information
Practice Setting

Name:
ENTER MENTOR INFORMATION HERE IF YOU HAVE ONE! OR “No mentor yet”

E-mail:

Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:
MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:
MENTOR REQUIRED TO SIGN HERE IF YOU HAVE ONE! OR “No mentor yet”

Date:

Individual Success Plan (including Pre and Post Conference documentation)
Course # __815A________
Target Practice Hours______ (Based on individual hours required to total 1,000 post-baccalaureate hours. Please refer to your course syllabus regarding hours built into your specific class. Please note, some students require more hours based on what they transferred in. Please contact your SSA for incoming hours.)

P
R
A
C
T
I
C
E
I
M
M
E
R
S
I
O
N
Complete Contact Information

Learner Information
GCU

Name:

E-mail:

Phone Number:

Course Faculty/Chair Information
GCU

Name:

E-mail:

Phone Number:

Mentor/Content Expert/Preceptor Information
Practice Setting

Name:
REQUIRED FROM HERE TO GRADUATION!

E-mail:

Phone Number:

Application Based Learning Course Assignments, Independent Study, Project Site Visits
Challenges (list under assignment)
Number of Planned Immersion Hours Associated with each Assignment/Project Site
Date
Due
Review Course Objectives and GCU DNP Domains & Competencies.
Create a plan for the practice experiences you plan to seek in order to address each course objective. Consider how each assignment may relate back to your current project concept.
Self-Assessed GCU DNP Domains & Competencies (see appendix)
Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)
Date Complete

Programmatic Planning for DPI project
See DNP Program Milestones document in the DC Network
Number of Planned Immersion Hours Associated with each Assignment/Project Site
Date
Due
Summary of Past Feedback
Self-Assessed GCU DNP Domains & Competencies (see appendix)
Actual Practice Immersion Hours Completed Associated with each assignment (blank until end-of-course)
Date Complete

Intended Site for DPI (Make sure this is approved through OFE)
GCU

Site Name:

Does your site have an IRB and or QI process? If yes, what is the process? Create a plan (including a timeline) for preparing for site QI/IRB requirements.*

Contact Information:

PICOT Question
Department Feedback

Name:

E-mail:

Date:

Phone Number:

Mentor, Preceptor, or Content Expert Information
Practice Setting

Name:

E-mail:

Phone Number:

Note: Learners should not recruit, implement, or collect data until after both site and GCU QI/IRB designations have been given. GCU QI/IRB occurs in DNP-960A.
By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the instructions, assignments, and hours are shown above and that all questions have been satisfactorily answered by the faculty and/or program lead. Additionally, the learner agrees to provide the mentor, preceptor, or content expert (depending on the course) with a copy of the syllabus for the course at or before the time of signature Mentors, preceptors, or content experts will sign digitally or by wet ink upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Learner Signature:

Name:

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Starting the Course: DUE WEEK 1]

Name:

Date:

Mentor, Preceptor, or Content Expert Signature [Upon Completion of Course: DUE WEEK 8]

Name:

Date:

Nursing literature review example

May 30, | nursing, med, NURS, Paper

Nursing literature review example
Nursing is a profession that requires adequate research and investigation. The profession requires primarily qualitative and current investigations that influence disease or a specific body part. Are you a nursing student looking for a nursing literature review example to get writing ideas? You are in the right place.
This article explains how to write a nursing literature review in detail. It provides different topics you can use for your paper and highlights different nursing literature review examples. Before getting into the task, knowing what a nursing literature review is essential.
What is a nursing literature review?
A nursing literature review is an academic paper that provides an overview of a topic to show the reader that a particular topic has been researched. You may be asked to write a literature review as part of your research paper or separately.
A nursing literature review should compare ideas from different scholarly pieces highlighting inconsistencies and trends within specific research. It should also suggest any gaps in the research that need to be investigated in the future.
How do you write a literature review for nursing?
Writing a literature review for nursing is not different from writing other research papers. Students are flooded online with searches like, how do you write a literature review for healthcare? Follow these steps to come up with a nursing literature review;

Choose a topic

The first step of doing any assignment is choosing a suitable topic. Choose something that you can manage to investigate within the timeframe provided. The shorter the timeline, the more specific your research should be. If your timeline is longer, you can choose a broad topic.
If refining your research becomes difficult, talk to your professor or instructor. Ask yourself, what are nursing-related topics for the literature review? This will help you stick to the relevant areas.

Check the assignments instructions

Before indulging in research, ensure you read and understand all the instructions your instructor or professor provided. Check if there are any restricted research areas and ensure you keep them off when selecting your literature review articles.

Search for relevant articles to use

After refining your research topic, begin looking for the evidence to answer your set question. You can use tools like PICOT or SPIDER to break your research into searchable concepts. When you have a search strategy, you can translate it into different databases. Some research will use two to three databases, while others may use up to 9. This depends on the type of research you are conducting.
If you are writing a paper for class or require a brief, non-comprehensive literature evaluation, you ought to:

Have 1-2 biological sciences databases for research
The use of keywords alone will suffice for this search
Have a PICO-based search strategy built
Prepare a list of a few alternatives and alternate words for each of your searchable topics

If a more thorough literature search is required for your dissertation, thesis, comprehensive review, feasibility review, or any other assignment, you should:

Perform a minimum of five database searches; the databases you choose will depend on the subject of your study
Have a PICO-based search strategy built (or another version)
Have a long list of alternate, related, and substitutes for each of your searchable concepts. Be prepared to include a specific word in your selection method
Set up clear search parameters. Languages, Date Of publication, Design Of the study, Publications Type, etc., are a few examples
Choose your management strategy for the citations you find. Researchers frequently employ a citation manager
Utilize screening tools like Covidence is something else you might want to think about

Consider the quality articles you have

Even if you have a publication that is closely related to your research subject, if it has bad-quality information, it may not be as helpful as you believe. Using a critical evaluation method specific to your particular manuscript’s study design is a good idea in general. If your literature review topic calls for you to examine a wide range of material, this may require you to employ a few different critical analysis tools.
Assess the weaknesses and strengths of the material you found using the critical evaluation technique and the contribution each paper makes to answering your research question.

Read and evaluate the articles

At this point, you have your evidence. You can sit and read different articles. Ensure you read beyond the abstract and title to fill text of the selected articles. Record any conflicting evidence, patterns, methodologies, recurring expert names, definitions, and anything else that attracts your interest. Create a citation manager at this stage to help you manage your citations. You can check scholarly books to assist you in managing your citations better.

Organize and synthesize the evidence

Make connections that will help you organize and synthesize the information collected. Examine if the evidence you have collected supports your original hypothesis. Also, explain how you have selected your articles.
Identify the core concepts and themes using 3 to 4 strong comments. Use the evidence collected from papers to demonstrate the more significant concepts and explain the relationship with the original hypothesis. Present the trends and patterns by summarizing your evidence. Connect ideas that are related before relating with your hypothesis.
You can use different ways to present your findings. This can be an evidence table, pinch table, or by narration. You can talk to your professor or instructor to know how to present your findings.

Write your nursing literature review example

After going through all the above steps, you can finally write your nursing literature review. Provide an overview of the necessary literature and highlight the critical concepts. Do not be afraid to address any critiques and gaps in the field of research.
Elements of a good nursing literature review example

A good literature review describes and summarizes selected articles while contextualizing them to the research question.
Compares and contrasts arguments, theories, and papers
A good nursing literature review evaluates and analyzes papers critically

Use a basic structure to organize your nursing literature review, including headings and subheadings. A well-organized literature review paper will motivate your readers to keep reading your work. The basic format of a literature review involves the following;

Introduction
Body paragraphs
conclusion

What are the types of literature reviews in nursing?

Traditional/ narrative nursing literature review

This type of literature review locates and evaluates published research on a subject that may be broad. Usually, it uses a narrative style to present the review’s results. This review can cover a broad range of relevant topics.

Scoping nursing literature reviews

Scoping nursing literature review evaluates the possible depth of the study literature on a specific subject. It also aids in identifying research gaps

Rapid literature reviews

A rapid literature review assesses what is recognized about a topic by searching for, evaluating, and choosing the finest available research.

Systematic nursing literature reviews

This type of literature review aims to methodically gather, evaluate, and synthesize research data to support decision-making and identify best practices. The method used can vary and is frequently particular to the study, which may involve investigations into efficacy, qualitative studies, economic analysis, prevalence, causation, or the reliability of diagnostic tests.
The 5cs in the literature review
Many people keep asking, what are the 5 Cs in a literature review? To frame and write your nursing literature review, consider the following;

Citing the information to help in defining the research problem you have studied
Comparing different arguments, findings, theories, and methods used in the literature
Contrasting various methods, controversies, themes, approaches, and arguments described in your literature
Critique the literature by describing the arguments you find persuasive that others
Connecting various studies you have reviewed and described draws upon previous research studies and synthesizes

Nursing literature review topics
As mentioned earlier, choosing a topic for your nursing literature review example is among the initial stages of writing your paper. Choose a topic that is interesting and researchable, depending on the timeframe of your research. Also, consider different attitudes and values in
nursing before choosing a topic. Here are some nursing literature review topics you can use;

Guidelines based on evidence for fostering high-quality healthcare
Exercise practices and how they relate to cardiovascular epidemiology trends
HIV aids and its social implications: A public health research
Practical and theoretical application of evidence-based practice. healthcare interventions
Drunkenness and excessive drinking among youths, a significant public health concern
Whether the National Health Service is effective and efficient in offering services to the old
Doctors, clinicians, mental health workers, and policymakers working together at a community nursing centre
The emphasis on public health policies established by the Ministry of Health in the UK
Assessing how wellness initiatives have affected UK public health
Significant dangers in the clinical care of cancer patients
Issues with management in the treatment of elderly individuals
Enhancing maternal health and care with midwives’ assistance
The contribution of healthcare settings to enhancing senior citizens’ quality of life
How is Evidence-based therapy used to manage diseases?
Using community nursing to promote health
factors affecting healthcare study, growth, and strategic directions
Management and ethics in the practice of evidence-based nursing
Utilizing evidence and knowledge creation in clinical practice
The World Health Organization’s methods and regulations for analyzing child development

To sum up
Writing a nursing literature review example differs from writing other nursing essay assignments. You must gather various study articles and compare studies on a particular topic. To write a good nursing literature review example, you should choose a topic, compare different articles, and write your findings.
Do you need different examples of nursing literature reviews to read and get ideas on how to write a perfect one? Reach out to onlinenursingpapers.com. We have the best samples to help you get the best ideas to compose the best nursing literature reviews.

« Older Entries

Next Entries »