Literature Evaluation Table
Literature Evaluation Table
In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.
For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| NRS-490 | NRS-490-O500 | Literature Evaluation Table | 75.0 | |||||||||
| Criteria | Percentage | Unsatisfactory 0-71% (0.00%) | Less Than Satisfactory 72-75% (75.00%) | Satisfactory 76-79% (79.00%) | Good 80-89% (89.00%) | Excellent 90- | 100% | Comments | Points Earned | |||
| Article Selection | 100.0% | |||||||||||
| Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article | 5.0% | Author, journal (peer-reviewed), and permalink or working link to access article section is not included. | Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete. | Author, journal (peer-reviewed), and permalink or working link to access article section is present. | Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed. | Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details. | ||||||
| Article Title and Year Published | Article title and year published section is not included. | Article title and year published section is present, but it lacks detail or is incomplete. | Article title and year published section is present. | Article title and year published section is clearly provided and well developed. | Article title and year published section is comprehensive and thoroughly developed with supporting details. | |||||||
| Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study | 10.0% | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed. | Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details. | ||||||
| Design (Type of Quantitative, or Type of Qualitative) | Design (type of quantitative, or type of qualitative) section is not included. | Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete. | Design (type of quantitative, or type of qualitative) section is present. | Design (type of quantitative, or type of qualitative) section is clearly provided and well developed. | Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details. | |||||||
| Setting or Sample | Setting or sample section is not included. | Setting or sample section is present, but it lacks detail or is incomplete. | Setting or sample section is present. | Setting or sample section is clearly provided and well developed. | Setting or sample section is comprehensive and thoroughly developed with supporting details. | |||||||
| Methods: Intervention or Instruments | Methods: Intervention or instruments section is not included. | Methods: Intervention or instruments section is present, but it lacks detail or is incomplete. | Methods: Intervention or instruments section is present. | Methods: Intervention or instruments section is clearly provided and well developed. | Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details. | |||||||
| Analysis | Analysis section is not included. | Analysis section is present, but it lacks detail or is incomplete. | Analysis section is present. | Analysis section is clearly provided and well developed. | Analysis section is comprehensive and thoroughly developed with supporting details. | |||||||
| Key Findings | Key findings section is not included. | Key findings section is present, but it lacks detail or is incomplete. | Key findings section is present. | Key findings section is clearly provided and well developed. | Key findings section is comprehensive and thoroughly developed with supporting details. | |||||||
| Recommendations | Recommendations section is not included. | Recommendations section is present, but it lacks detail or is incomplete. | Recommendations section is present. | Recommendations section is clearly provided and well developed. | Recommendations section is comprehensive and thoroughly developed with supporting details. | |||||||
| Explanation of How the Article Supports EBP or Capstone | Explanation of how the article supports EBP or capstone section is not included. | Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete. | Explanation of how the article supports EBP or capstone section is present. | Explanation of how the article supports EBP or capstone section is clearly provided and well developed. | Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details. | |||||||
| Presentation | The piece is not neat or organized, and it does not include all required elements. | The work is not neat and includes minor flaws or omissions of required elements. | The overall appearance is general, and major elements are missing. | The overall appearance is generally neat, with a few minor flaws or missing elements. | The work is well presented and includes all required elements. The overall appearance is neat and professional. | |||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | The writer is clearly in command of standard, written, academic English. | |||||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||||||
| Total Weightage |
Literature Evaluation Table
Student Name:
Change Topic (2-3 sentences):
Criteria
Article 1
Article 2
Article 3
Article 4
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone Project
Criteria
Article 5
Article 6
Article 7
Article 8
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone
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