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Prior to beginning work on this discussion forum, read – Chapter 5 in the textbook; – [Overnight Custody Arrangements, Attachment, and Adjustment Among Very Young ChildrenLinks to an external site.](https://www.proquest.com/docview/1466279900?accountid=32521); and – watch the segment [Elements of At…
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Order on TutorsGallery →Prior to beginning work on this discussion forum, read
– Chapter 5 in the textbook;
– [Overnight Custody Arrangements, Attachment, and Adjustment Among Very Young ChildrenLinks to an external site.](https://www.proquest.com/docview/1466279900?accountid=32521); and
– watch the segment [Elements of Attachment Theory inLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Ffod-infobase-com.eu1.proxy.openathens.net%2FPortalPlaylists.aspx%3FwID%3D100753%26xtid%3D44899) [_John Bowlby: Attachment Theory Across GenerationsLinks to an external site._](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Ffod-infobase-com.eu1.proxy.openathens.net%2FPortalPlaylists.aspx%3FwID%3D100753%26xtid%3D44899) and [Patterns of Attachment and the Strange Situation: Results in_Mary Ainsworth: Attachment and the Growth of Love_Links to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Ffod-infobase-com.eu1.proxy.openathens.net%2FPortalPlaylists.aspx%3FwID%3D100753%26xtid%3D44897).
Research has shown that early attachment can have far-reaching effects on development. The works of Bowlby and Ainsworth have illustrated the importance of early experiences with caregivers to healthy development. Your original post must be a minimum of 400 words and cite the five required sources listed above. In this discussion, address the following:
– In your own words briefly describe the four stages of attachment identified by Bowlby and the four types of attachment identified by Ainsworth.
– Analyze how attachment experiences might affect the psychosocial and cognitive development of children and adolescents. What are the possible long-term effects of poor attachment experiences in each of these developmental domains?
– How do positive attachment experiences promote healthy development?
– What role does culture play in the attachment process?
– Can Western ideas about attachment theory be universally applied? Why or why not?
This week you read about several experimental and historical examples of when people were observed acting against their own will or conscience, given the right set of circumstances. There are also plenty of historical examples of those in power who took advantage of individuals’ obedience and confor…
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Order on TutorsGallery →This week you read about several experimental and historical examples of when people were observed acting against their own will or conscience, given the right set of circumstances. There are also plenty of historical examples of those in power who took advantage of individuals’ obedience and conformity to social pressures or the pressures of authority.
**Select** 1 of the social experiments that you read about this week (Zimbardo, Asch, Milgram) and **identify** a current event or situation that similarly illustrates obedience and conformity. Like the social experiments you studied, the event you choose should also raise questions of ethics.
**Write** a
– Compare and contrast the experiment you selected with the contemporary situation.
– Identify the social roles of participants and what behaviors reflect those roles.
– Examine the specific behaviors of the participants.
– Discuss the internal and external consequences of the participants’ behaviors, for example, shunning, passivity, degradation, and insolence.
– Explain how social roles in the contemporary situation resulted in the outcome.
– Describe a realistic alternative scenario that could have resulted in a different, more ethical outcome for this situation. Relate this alternative scenario to a concept in social psychology.
**Include** a minimum of 3 sources.
**Cite** any sources to support your assignment.
**Format** your sources according to APA guidelines.
Please see attached article and instructions – ## PY550ArticleReviewGuidlines2025.docx – ArticleforReview2.pdf **## PY550ArticleReviewGuidlines2025.docx** **PY 550 Article Review Guidelines** For this assignment, you are to write a scholarly/academic “critical review” for each of two journal article…
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Order on TutorsGallery →Please see attached article and instructions
– ## PY550ArticleReviewGuidlines2025.docx
– ArticleforReview2.pdf
**## PY550ArticleReviewGuidlines2025.docx**
**PY 550 Article Review Guidelines**
For this assignment, you are to write a scholarly/academic “critical review” for each of two journal articles. The first article is provided in the assignment. The second article is to be chosen from one of those provided in the articles folder. Each review should be 3-4 pages in length (not including title and reference pages).
Q: What is a critical review?
A: The word “critical” does not mean to criticize negatively, but rather to thoughtfully evaluate the quality of the paper.
**Structure of a Critical Review**
The review will include
_an introduction, summary, evaluation_, and
_conclusion_. (plus title page and reference page)
**Introduction**
1. Introduce the author(s), title, and topic of the article.
2. Make a brief statement about the purpose of the study and findings, or in the case of a conceptual/theoretical paper, the key arguments or propositions presented. Don’t go into detail here, you will do that in the summary
3. Make a very brief statement that “previews” your evaluation/critique of the article.
**Summary**
In this section, your goal is to convey the content of the article in a very concise and unbiased manner. There should not be any critique in the summary. To write an accurate summary, you must read and seek to fully comprehend the entire paper so that you may summarize in your own words (i.e., paraphrase) in a way that accurately reflects that which you have read. After reading the paper, reflect on its purpose, main points, and conclusions. Determining the main points of the article can sometimes be challenging. As you read, it may serve you well to create an outline of the article. Two very important guidelines are relevant to writing the summary.
1. Many of us were taught that paraphrasing involves rearranging or replacing a few words from the source text so that you make the same statement using slightly different words. This is in fact, NOT proper paraphrasing. This is inadequate, and is actually a form of plagiarism. Please see the APA publication manual for guidance on paraphrasing and avoiding plagiarism.
2. Also, as a rule, you should avoid using word for word passages from the source text. This rule can occasionally be broken when the author has made a statement in such a way that to paraphrase would substantially lower its impact. Any word for word passage should be put in quotation marks, of course.
**Evaluation**
Think of this section as the critique. This will be the longest section of your paper. Here, you’ll discuss strengths, weaknesses, and the most notable, interesting, or controversial points. Your discussion should be well reasoned and not simple opinion with nothing to back it up. It is also better to avoid statements such as “I believe,” “I think,” and “Personally…” You may certainly believe something to be true and of course you have an opinion, however it is better not to use an “I believe” statement. Simply begin stating the arguments or facts upon which your opinion is based. There are many alternative phrases that work well, such as “Based on ________, it could be argued that _______.” Also, where needed, consider citing other sources to help bolster your commentary. This is useful for both disputing/questioning and supporting claims made in the article you are evaluating.
The overall structure of the evaluation/critique portion of your paper is a matter of preference and will differ according to what works best for the type of article you are reviewing. However, in every case, there should be a structure. In other words, your writing shouldn’t jump around with disconnected, rambling ideas and statements. There should be a flow that makes it coherent.
Here are some suggestions for structure.
· Order your commentary about the paper according to importance of each point or topic. This can be done either from most important to least important or reversed, i.e., from least important to most important.
· If your evaluation is more positive than negative, present the negative points first and the positive last. Likewise, if there is more negative than positive, then present the positive points first and the negative last. Doing this will provide an easy transition to your conclusion.
**Conclusion**
This is a fairly short paragraph.
Restate your claims (above), but don’t be redundant. Restating doesn’t mean repeating the exact statements that you have already made. Think of this as a super concise summary of your evaluation section.
End with possible recommendations.
**References**
List all sources used in the review. If no other sources are cited, then only the article you reviewed will be in the reference page.
**ArticleforReview2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleforreview2-pdf-10316815)
**ArticleforReview2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleforreview2-pdf-10316815)
**## PY550ArticleReviewGuidlines2025.docx**
**PY 550 Article Review Guidelines**
For this assignment, you are to write a scholarly/academic “critical review” for each of two journal articles. The first article is provided in the assignment. The second article is to be chosen from one of those provided in the articles folder. Each review should be 3-4 pages in length (not including title and reference pages).
Q: What is a critical review?
A: The word “critical” does not mean to criticize negatively, but rather to thoughtfully evaluate the quality of the paper.
**Structure of a Critical Review**
The review will include
_an introduction, summary, evaluation_, and
_conclusion_. (plus title page and reference page)
**Introduction**
1. Introduce the author(s), title, and topic of the article.
2. Make a brief statement about the purpose of the study and findings, or in the case of a conceptual/theoretical paper, the key arguments or propositions presented. Don’t go into detail here, you will do that in the summary
3. Make a very brief statement that “previews” your evaluation/critique of the article.
**Summary**
In this section, your goal is to convey the content of the article in a very concise and unbiased manner. There should not be any critique in the summary. To write an accurate summary, you must read and seek to fully comprehend the entire paper so that you may summarize in your own words (i.e., paraphrase) in a way that accurately reflects that which you have read. After reading the paper, reflect on its purpose, main points, and conclusions. Determining the main points of the article can sometimes be challenging. As you read, it may serve you well to create an outline of the article. Two very important guidelines are relevant to writing the summary.
1. Many of us were taught that paraphrasing involves rearranging or replacing a few words from the source text so that you make the same statement using slightly different words. This is in fact, NOT proper paraphrasing. This is inadequate, and is actually a form of plagiarism. Please see the APA publication manual for guidance on paraphrasing and avoiding plagiarism.
2. Also, as a rule, you should avoid using word for word passages from the source text. This rule can occasionally be broken when the author has made a statement in such a way that to paraphrase would substantially lower its impact. Any word for word passage should be put in quotation marks, of course.
**Evaluation**
Think of this section as the critique. This will be the longest section of your paper. Here, you’ll discuss strengths, weaknesses, and the most notable, interesting, or controversial points. Your discussion should be well reasoned and not simple opinion with nothing to back it up. It is also better to avoid statements such as “I believe,” “I think,” and “Personally…” You may certainly believe something to be true and of course you have an opinion, however it is better not to use an “I believe” statement. Simply begin stating the arguments or facts upon which your opinion is based. There are many alternative phrases that work well, such as “Based on ________, it could be argued that _______.” Also, where needed, consider citing other sources to help bolster your commentary. This is useful for both disputing/questioning and supporting claims made in the article you are evaluating.
The overall structure of the evaluation/critique portion of your paper is a matter of preference and will differ according to what works best for the type of article you are reviewing. However, in every case, there should be a structure. In other words, your writing shouldn’t jump around with disconnected, rambling ideas and statements. There should be a flow that makes it coherent.
Here are some suggestions for structure.
· Order your commentary about the paper according to importance of each point or topic. This can be done either from most important to least important or reversed, i.e., from least important to most important.
· If your evaluation is more positive than negative, present the negative points first and the positive last. Likewise, if there is more negative than positive, then present the positive points first and the negative last. Doing this will provide an easy transition to your conclusion.
**Conclusion**
This is a fairly short paragraph.
Restate your claims (above), but don’t be redundant. Restating doesn’t mean repeating the exact statements that you have already made. Think of this as a super concise summary of your evaluation section.
End with possible recommendations.
**References**
List all sources used in the review. If no other sources are cited, then only the article you reviewed will be in the reference page.
**ArticleforReview2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleforreview2-pdf-10316815)
**## PY550ArticleReviewGuidlines2025.docx**
**PY 550 Article Review Guidelines**
For this assignment, you are to write a scholarly/academic “critical review” for each of two journal articles. The first article is provided in the assignment. The second article is to be chosen from one of those provided in the articles folder. Each review should be 3-4 pages in length (not including title and reference pages).
Q: What is a critical review?
A: The word “critical” does not mean to criticize negatively, but rather to thoughtfully evaluate the quality of the paper.
**Structure of a Critical Review**
The review will include
_an introduction, summary, evaluation_, and
_conclusion_. (plus title page and reference page)
**Introduction**
1. Introduce the author(s), title, and topic of the article.
2. Make a brief statement about the purpose of the study and findings, or in the case of a conceptual/theoretical paper, the key arguments or propositions presented. Don’t go into detail here, you will do that in the summary
3. Make a very brief statement that “previews” your evaluation/critique of the article.
**Summary**
In this section, your goal is to convey the content of the article in a very concise and unbiased manner. There should not be any critique in the summary. To write an accurate summary, you must read and seek to fully comprehend the entire paper so that you may summarize in your own words (i.e., paraphrase) in a way that accurately reflects that which you have read. After reading the paper, reflect on its purpose, main points, and conclusions. Determining the main points of the article can sometimes be challenging. As you read, it may serve you well to create an outline of the article. Two very important guidelines are relevant to writing the summary.
1. Many of us were taught that paraphrasing involves rearranging or replacing a few words from the source text so that you make the same statement using slightly different words. This is in fact, NOT proper paraphrasing. This is inadequate, and is actually a form of plagiarism. Please see the APA publication manual for guidance on paraphrasing and avoiding plagiarism.
2. Also, as a rule, you should avoid using word for word passages from the source text. This rule can occasionally be broken when the author has made a statement in such a way that to paraphrase would substantially lower its impact. Any word for word passage should be put in quotation marks, of course.
**Evaluation**
Think of this section as the critique. This will be the longest section of your paper. Here, you’ll discuss strengths, weaknesses, and the most notable, interesting, or controversial points. Your discussion should be well reasoned and not simple opinion with nothing to back it up. It is also better to avoid statements such as “I believe,” “I think,” and “Personally…” You may certainly believe something to be true and of course you have an opinion, however it is better not to use an “I believe” statement. Simply begin stating the arguments or facts upon which your opinion is based. There are many alternative phrases that work well, such as “Based on ________, it could be argued that _______.” Also, where needed, consider citing other sources to help bolster your commentary. This is useful for both disputing/questioning and supporting claims made in the article you are evaluating.
The overall structure of the evaluation/critique portion of your paper is a matter of preference and will differ according to what works best for the type of article you are reviewing. However, in every case, there should be a structure. In other words, your writing shouldn’t jump around with disconnected, rambling ideas and statements. There should be a flow that makes it coherent.
Here are some suggestions for structure.
· Order your commentary about the paper according to importance of each point or topic. This can be done either from most important to least important or reversed, i.e., from least important to most important.
· If your evaluation is more positive than negative, present the negative points first and the positive last. Likewise, if there is more negative than positive, then present the positive points first and the negative last. Doing this will provide an easy transition to your conclusion.
**Conclusion**
This is a fairly short paragraph.
Restate your claims (above), but don’t be redundant. Restating doesn’t mean repeating the exact statements that you have already made. Think of this as a super concise summary of your evaluation section.
End with possible recommendations.
**References**
List all sources used in the review. If no other sources are cited, then only the article you reviewed will be in the reference page.
**ArticleforReview2.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/articleforreview2-pdf-10316815)
– 1
– 2
– ## Week3.Discussion.NeedsAnalysisTraining.docx – ## Week3.Assignment.TalentManagmentPlan.DevelopingTalentedEmployees.docx – ## Week3.DiscussionOne.DiscoveringKeyConceptsinScholarlyWriting.docx – Week3.Assignment.Paraphrasing.PuttingItIntoYourOwnWords.docx **## Week3.Discussion.NeedsAnalysisTrainin…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Week3.Discussion.NeedsAnalysisTraining.docx
– ## Week3.Assignment.TalentManagmentPlan.DevelopingTalentedEmployees.docx
– ## Week3.DiscussionOne.DiscoveringKeyConceptsinScholarlyWriting.docx
– Week3.Assignment.Paraphrasing.PuttingItIntoYourOwnWords.docx
**## Week3.Discussion.NeedsAnalysisTraining.docx**
wEEK3. dISCUSSION. NEEDS ANALYSIS TRAINING
Before designing any training program, it is important conduct a needs analysis first. A needs analysis is the process of identifying performance gaps to determine targeted training needs. You can identify performance gaps by comparing the desired performance (i.e., KSAs, departmental and organizational goals) with actual performance (i.e., performance appraisal results and metrics). It is important to keep in mind that training may not always be the best solution for performance gaps. Sometimes performance gaps occur for reasons other than a lack of knowledge or skills, such as unrealistic expectations, excessive workloads, or low employee motivation.
Last week, you identified and rank-ordered KSAs for a current or previous job. For this Discussion, you will identify two of the three KSAs in which there might be a performance gap and the level of performance required for each (e.g., entry, intermediate, or advanced). Then you will choose a training design that would help employees achieve the KSAs at the requisite level.
To prepare for this Discussion:
· Identify two of the three KSAs from the Week 2 Discussion and the level of performance required for each (e.g., entry, intermediate, or advanced).
· Review Chapter 19, focusing on pages 539–549, in Volume 1 of
_The SAGE Handbook_. Pay particular attention to the training models and consider which model(s) might apply to the KSAs you identified.
· Review Chapter 10, focusing on pages 215–218, in Volume 2 of
_The SAGE Handbook_ and the article, “Learning in the Twenty-First-Century Workplace.” Think about which design elements might be most useful to incorporate into training for the KSAs you identified, and why.
Resources
[Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
**Needs Analysis and Training**
· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi5050.xml) (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 19, Focus on pages 539-549
·
**Time Estimate:** 60 minutes
· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2200.xml) (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 10, Focus on pages 215-218
·
**Time Estimate:** 30 minutes
· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
[_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091321?) _, 1_(1), 245–275
·
**Time Estimate:** 60 minutes
**Talent Management and Performance Appraisal**
· Aamodt, M. (2016).
_Industrial/organizational psychology: An applied approach_ (8th ed.). Boston, MA: Cengage Learning.
· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)
·
**Time Estimate:** 65 minutes
· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE
[handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi687.xml) (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 3, Focus on pages 56-57
·
**Time Estimate:** 20 minutes
· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol3%2Fi5125.xml) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.
·
**Note:** You were first introduced to this
**Chapter 23** reading in Week 2. Review again for this week. Focus on pages 527-528.
·
**Time Estimate:** 15 minutes
[Required Media](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
· Walden University, LLC. (2019).
[_Talent management plan: Webbutik_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard. https://waldenu.instructure.com
INSTRUCTIONS: Post a response to the following:
· 1. Briefly define the KSAs you selected and the level of performance required for each. 2. Then describe the training design you would use to ensure that employees achieve the KSAs at the requisite level, and why. 3. Be sure to include specific aspects of the training design you would offer.
**## Week3.Assignment.TalentManagmentPlan.DevelopingTalentedEmployees.docx**
Talent Management Plan – Developing Talented Employees
Performance management is the process of assessing employee performance and delivering targeted feedback for improvement. Performance appraisals are conducted periodically to measure employee performance against specific criteria, often based on KSAs and individual, department, and organizational goals. In the context of talent management, performance appraisals can be used to identify top-performing employees and high-potential employees who could be developed to fill upper-level roles in the organization. For instance, some organizations use performance appraisals to identify the top 5% or 10% of performers in a given job position and “groom” those employees for advanced positions. However, high performance in one job does not necessarily translate to high performance in a different job; therefore, many organizations will use a combination of performance appraisals and recommendations from supervisors to identify employees who may be successful in a different job.
For this Assignment, you will continue to work towards completing your Talent Management Plan that is due by Day 7 of Week 4. Last week, you considered how you might apply what you have learned about job analysis, KSAs, and assessment to the selection and identification of talented candidates. This week you will apply what you have learned about needs analysis and training to the development of talented employees. You will also consider how a new topic, performance management, can also be used to develop talented employees.
To Prepare for this Assignment:
· Read Chapter 7 in the Aamodt textbook,
_Industrial/Organizational Psychology: An Applied Approach_. Review the process for evaluating employee performance.
· Review Chapter 23, focusing on pages 527-528, in
_The SAGE Handbook_ and the article, “Talent Management: Conceptual Approaches and Practical Challenges.” Pay particular attention to considerations related to the development and performance management of talented employees.
· Read Chapter 3, focusing on pages 56-57, in
_The SAGE Handbook_. Consider how you might incorporate the performance dimensions, Creative and Innovative Performance (CIP) and Counterproductive Work Behaviors (CWB), into a performance appraisal for your Talent Management Plan. Also consider how cognitive ability and personality (e.g., conscientiousness) are related to these dimensions and may help you identify high-potential employees.
· Revisit the information presented about Webuttik in this week’s media. This time, examine the strengths and limitations of the organization’s current approaches to the development and performance management of employees.
· Think about how you might apply what you have learned about needs analysis, training design, and performance management to help the Webuttik organization identify and address gaps in performance and identify top performers who could fill managerial positions.
Resources
[Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
**Needs Analysis and Training**
· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi5050.xml) (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 19, Focus on pages 539-549
·
**Time Estimate:** 60 minutes
· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2200.xml) (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 10, Focus on pages 215-218
·
**Time Estimate:** 30 minutes
· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
[_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091321?) _, 1_(1), 245–275
·
**Time Estimate:** 60 minutes
**Talent Management and Performance Appraisal**
· Aamodt, M. (2016).
_Industrial/organizational psychology: An applied approach_ (8th ed.). Boston, MA: Cengage Learning.
· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)
·
**Time Estimate:** 65 minutes
· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE
[handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi687.xml) (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 3, Focus on pages 56-57
·
**Time Estimate:** 20 minutes
· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol3%2Fi5125.xml) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.
·
**Note:** You were first introduced to this
**Chapter 23** reading in Week 2. Review again for this week. Focus on pages 527-528.
·
**Time Estimate:** 15 minutes
[Required Media](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
Walden University, LLC. (2019).
[Talent management plan: WebbutikLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard.
[https://waldenu.instructure.com](https://waldenu.instructure.com/)
INSTRUCTIONS: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.
· Describe one approach for conducting a needs analysis and the degree to which the approach might be useful to consider when developing a Talent Management Plan for Webuttik.
· Describe one approach or model for conducting training and development of employees, and explain the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.
· Describe one approach or model for performance management and the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.
**_Note:_** _You will use this Assignment, as well as feedback you receive from your Instructor, to complete a Talent Management Plan due by_
_**Day 7 of Week 4**._
**## Week3.DiscussionOne.DiscoveringKeyConceptsinScholarlyWriting.docx**
Foundations: Week three. Discussion One. Discovering Key Concepts in Scholarly Writing
Discovering Key Concepts in Scholarly Writing
Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
[Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-3-learning-resources?module_item_id=7041806)
Readings
· Walden University. (2015h).
[Online Writing CenterLinks to an external site.](http://academicguides.waldenu.edu/writingcenter/home). Retrieved from
[http://academicguides.waldenu.edu/writingcenter/homeLinks to an external site.](http://academicguides.waldenu.edu/writingcenter/home)
This web page provides information about the resources available to you through the Writing Center.
· Walden University Student Affairs. (n.d.-b).
[Academic integrity: SafeAssign & TurnitinLinks to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in). Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
· Walden University Writing Center. (n.d.-c).
[Using evidence: Effective paraphrasing strategiesLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective). Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443
· Walden University Writing Center. (n.d.-d).
[_Using evidence: Paraphrase_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase). https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase
·
**Document:** [Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)](https://waldenu.instructure.com/courses/170669/files/13802932?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)](https://waldenu.instructure.com/courses/170669/files/13802932/download?download_frd=1)
These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.
·
**Document:** [Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)](https://waldenu.instructure.com/courses/170669/files/13802804?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)](https://waldenu.instructure.com/courses/170669/files/13802804/download?download_frd=1)
Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.
**Articles for Discussion**
· Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020).
[One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site.](https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-020-00964-1).
_The International Journal of Behavioral Nutrition and Physical Activity, 17(_ 58). https://doi.org/10.1186/s12966-020-00964-1
· Stein, R., & Albritton, K. (2022).
[Early childhood-focused training in school psychologyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2020-64824-001&site=eds-live&scope=site&authtype=shib&custid=s6527200).
_Training and Education in Professional Psychology_,
_16_(1), 36–43. https://doi.org/10.1037/tep0000350
· Valsiner, J. (2019).
[Culture & psychology: 25 constructive yearsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/full/10.1177/1354067X19872358).
_Culture & Psychology, 25_(4), 429–469. https://doi.org/10.1177/1354067X198723
[Required Media](https://waldenu.instructure.com/courses/170669/pages/week-3-learning-resources?module_item_id=7041806)
· Walden University, LLC. (Producer). (2012a).
[_Introduction to scholarly writing: Purpose, audience, and evidence_ Links to an external site.](https://class.waldenu.edu/) [Video file]. Retrieved from
[https://waldenu.instructure.com/](https://waldenu.instructure.com/)
**Media Transcript:** We all have experience writing emails to family or friends worth memos, perhaps even a fictional short story or sprint. As different as they may seem. All of these share something in common. They're written with a purpose and audience in mind. Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence. Scholarly writing is material written for a specific purpose to specific audience. It's based on evidence, not assumptions or opinions. It's objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you've learned about a topic. At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff and classmates, and all are members of the larger scholarly community. They are critical readers who expect writers to be objective with the words they use and the ideas they present. A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective? It's day time. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They're both looking at a computer screen. Now use your imagination. Can you make assumptions about the relationship between these two people are what they might be doing. Perhaps he's her boss and he's in charge, or he's teaching or something, or perhaps their colleagues. Now in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what's happening in these photos. We need evidence. This is the important taskof scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It's not always easy. It's natural that bring experience and frame of reference to everything we do. But successful scholarly writing requires researching and presenting information objective lead to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn't have a place in scholarly writing. But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements. Experience can inform your viewpoint and fuel your passion toward a subject. But you must remember that experience can also filter your perspective. So even with years of professional experience, it's important as a scholar practitioner to remain unbiased and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic. Finally, scholarly writing requires practice. Remember to keep your academic audience in mind. Stay focused on the purpose of your writing and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well. They are here to help you. Good luck in your degree program.
**Note:** The approximate length of this media is 4 minutes.
Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing.
Walden University Writing Center. (2020a).
[_Paraphrasing sources: Paraphrasing strategies video_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective) [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308
**Note**: The approximate length of this media is 3 minutes.
INSTRUCTIONS: Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose. Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.
**Week3.Assignment.Paraphrasing.PuttingItIntoYourOwnWords.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3-assignment-paraphrasing-puttingitintoyourownwords-docx)
**Week3.Assignment.Paraphrasing.PuttingItIntoYourOwnWords.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3-assignment-paraphrasing-puttingitintoyourownwords-docx)
**## Week3.Discussion.NeedsAnalysisTraining.docx**
wEEK3. dISCUSSION. NEEDS ANALYSIS TRAINING
Before designing any training program, it is important conduct a needs analysis first. A needs analysis is the process of identifying performance gaps to determine targeted training needs. You can identify performance gaps by comparing the desired performance (i.e., KSAs, departmental and organizational goals) with actual performance (i.e., performance appraisal results and metrics). It is important to keep in mind that training may not always be the best solution for performance gaps. Sometimes performance gaps occur for reasons other than a lack of knowledge or skills, such as unrealistic expectations, excessive workloads, or low employee motivation.
Last week, you identified and rank-ordered KSAs for a current or previous job. For this Discussion, you will identify two of the three KSAs in which there might be a performance gap and the level of performance required for each (e.g., entry, intermediate, or advanced). Then you will choose a training design that would help employees achieve the KSAs at the requisite level.
To prepare for this Discussion:
· Identify two of the three KSAs from the Week 2 Discussion and the level of performance required for each (e.g., entry, intermediate, or advanced).
· Review Chapter 19, focusing on pages 539–549, in Volume 1 of
_The SAGE Handbook_. Pay particular attention to the training models and consider which model(s) might apply to the KSAs you identified.
· Review Chapter 10, focusing on pages 215–218, in Volume 2 of
_The SAGE Handbook_ and the article, “Learning in the Twenty-First-Century Workplace.” Think about which design elements might be most useful to incorporate into training for the KSAs you identified, and why.
Resources
[Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
**Needs Analysis and Training**
· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi5050.xml) (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 19, Focus on pages 539-549
·
**Time Estimate:** 60 minutes
· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2200.xml) (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 10, Focus on pages 215-218
·
**Time Estimate:** 30 minutes
· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
[_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091321?) _, 1_(1), 245–275
·
**Time Estimate:** 60 minutes
**Talent Management and Performance Appraisal**
· Aamodt, M. (2016).
_Industrial/organizational psychology: An applied approach_ (8th ed.). Boston, MA: Cengage Learning.
· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)
·
**Time Estimate:** 65 minutes
· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE
[handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi687.xml) (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 3, Focus on pages 56-57
·
**Time Estimate:** 20 minutes
· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol3%2Fi5125.xml) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.
·
**Note:** You were first introduced to this
**Chapter 23** reading in Week 2. Review again for this week. Focus on pages 527-528.
·
**Time Estimate:** 15 minutes
[Required Media](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
· Walden University, LLC. (2019).
[_Talent management plan: Webbutik_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard. https://waldenu.instructure.com
INSTRUCTIONS: Post a response to the following:
· 1. Briefly define the KSAs you selected and the level of performance required for each. 2. Then describe the training design you would use to ensure that employees achieve the KSAs at the requisite level, and why. 3. Be sure to include specific aspects of the training design you would offer.
**## Week3.Assignment.TalentManagmentPlan.DevelopingTalentedEmployees.docx**
Talent Management Plan – Developing Talented Employees
Performance management is the process of assessing employee performance and delivering targeted feedback for improvement. Performance appraisals are conducted periodically to measure employee performance against specific criteria, often based on KSAs and individual, department, and organizational goals. In the context of talent management, performance appraisals can be used to identify top-performing employees and high-potential employees who could be developed to fill upper-level roles in the organization. For instance, some organizations use performance appraisals to identify the top 5% or 10% of performers in a given job position and “groom” those employees for advanced positions. However, high performance in one job does not necessarily translate to high performance in a different job; therefore, many organizations will use a combination of performance appraisals and recommendations from supervisors to identify employees who may be successful in a different job.
For this Assignment, you will continue to work towards completing your Talent Management Plan that is due by Day 7 of Week 4. Last week, you considered how you might apply what you have learned about job analysis, KSAs, and assessment to the selection and identification of talented candidates. This week you will apply what you have learned about needs analysis and training to the development of talented employees. You will also consider how a new topic, performance management, can also be used to develop talented employees.
To Prepare for this Assignment:
· Read Chapter 7 in the Aamodt textbook,
_Industrial/Organizational Psychology: An Applied Approach_. Review the process for evaluating employee performance.
· Review Chapter 23, focusing on pages 527-528, in
_The SAGE Handbook_ and the article, “Talent Management: Conceptual Approaches and Practical Challenges.” Pay particular attention to considerations related to the development and performance management of talented employees.
· Read Chapter 3, focusing on pages 56-57, in
_The SAGE Handbook_. Consider how you might incorporate the performance dimensions, Creative and Innovative Performance (CIP) and Counterproductive Work Behaviors (CWB), into a performance appraisal for your Talent Management Plan. Also consider how cognitive ability and personality (e.g., conscientiousness) are related to these dimensions and may help you identify high-potential employees.
· Revisit the information presented about Webuttik in this week’s media. This time, examine the strengths and limitations of the organization’s current approaches to the development and performance management of employees.
· Think about how you might apply what you have learned about needs analysis, training design, and performance management to help the Webuttik organization identify and address gaps in performance and identify top performers who could fill managerial positions.
Resources
[Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
**Needs Analysis and Training**
· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi5050.xml) (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 19, Focus on pages 539-549
·
**Time Estimate:** 60 minutes
· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2200.xml) (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 10, Focus on pages 215-218
·
**Time Estimate:** 30 minutes
· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
[_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091321?) _, 1_(1), 245–275
·
**Time Estimate:** 60 minutes
**Talent Management and Performance Appraisal**
· Aamodt, M. (2016).
_Industrial/organizational psychology: An applied approach_ (8th ed.). Boston, MA: Cengage Learning.
· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)
·
**Time Estimate:** 65 minutes
· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE
[handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi687.xml) (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 3, Focus on pages 56-57
·
**Time Estimate:** 20 minutes
· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol3%2Fi5125.xml) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.
·
**Note:** You were first introduced to this
**Chapter 23** reading in Week 2. Review again for this week. Focus on pages 527-528.
·
**Time Estimate:** 15 minutes
[Required Media](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
Walden University, LLC. (2019).
[Talent management plan: WebbutikLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard.
[https://waldenu.instructure.com](https://waldenu.instructure.com/)
INSTRUCTIONS: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.
· Describe one approach for conducting a needs analysis and the degree to which the approach might be useful to consider when developing a Talent Management Plan for Webuttik.
· Describe one approach or model for conducting training and development of employees, and explain the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.
· Describe one approach or model for performance management and the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.
**_Note:_** _You will use this Assignment, as well as feedback you receive from your Instructor, to complete a Talent Management Plan due by_
_**Day 7 of Week 4**._
**## Week3.DiscussionOne.DiscoveringKeyConceptsinScholarlyWriting.docx**
Foundations: Week three. Discussion One. Discovering Key Concepts in Scholarly Writing
Discovering Key Concepts in Scholarly Writing
Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
[Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-3-learning-resources?module_item_id=7041806)
Readings
· Walden University. (2015h).
[Online Writing CenterLinks to an external site.](http://academicguides.waldenu.edu/writingcenter/home). Retrieved from
[http://academicguides.waldenu.edu/writingcenter/homeLinks to an external site.](http://academicguides.waldenu.edu/writingcenter/home)
This web page provides information about the resources available to you through the Writing Center.
· Walden University Student Affairs. (n.d.-b).
[Academic integrity: SafeAssign & TurnitinLinks to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in). Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
· Walden University Writing Center. (n.d.-c).
[Using evidence: Effective paraphrasing strategiesLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective). Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443
· Walden University Writing Center. (n.d.-d).
[_Using evidence: Paraphrase_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase). https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase
·
**Document:** [Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)](https://waldenu.instructure.com/courses/170669/files/13802932?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)](https://waldenu.instructure.com/courses/170669/files/13802932/download?download_frd=1)
These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.
·
**Document:** [Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)](https://waldenu.instructure.com/courses/170669/files/13802804?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)](https://waldenu.instructure.com/courses/170669/files/13802804/download?download_frd=1)
Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.
**Articles for Discussion**
· Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020).
[One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site.](https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-020-00964-1).
_The International Journal of Behavioral Nutrition and Physical Activity, 17(_ 58). https://doi.org/10.1186/s12966-020-00964-1
· Stein, R., & Albritton, K. (2022).
[Early childhood-focused training in school psychologyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2020-64824-001&site=eds-live&scope=site&authtype=shib&custid=s6527200).
_Training and Education in Professional Psychology_,
_16_(1), 36–43. https://doi.org/10.1037/tep0000350
· Valsiner, J. (2019).
[Culture & psychology: 25 constructive yearsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/full/10.1177/1354067X19872358).
_Culture & Psychology, 25_(4), 429–469. https://doi.org/10.1177/1354067X198723
[Required Media](https://waldenu.instructure.com/courses/170669/pages/week-3-learning-resources?module_item_id=7041806)
· Walden University, LLC. (Producer). (2012a).
[_Introduction to scholarly writing: Purpose, audience, and evidence_ Links to an external site.](https://class.waldenu.edu/) [Video file]. Retrieved from
[https://waldenu.instructure.com/](https://waldenu.instructure.com/)
**Media Transcript:** We all have experience writing emails to family or friends worth memos, perhaps even a fictional short story or sprint. As different as they may seem. All of these share something in common. They're written with a purpose and audience in mind. Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence. Scholarly writing is material written for a specific purpose to specific audience. It's based on evidence, not assumptions or opinions. It's objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you've learned about a topic. At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff and classmates, and all are members of the larger scholarly community. They are critical readers who expect writers to be objective with the words they use and the ideas they present. A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective? It's day time. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They're both looking at a computer screen. Now use your imagination. Can you make assumptions about the relationship between these two people are what they might be doing. Perhaps he's her boss and he's in charge, or he's teaching or something, or perhaps their colleagues. Now in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what's happening in these photos. We need evidence. This is the important taskof scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It's not always easy. It's natural that bring experience and frame of reference to everything we do. But successful scholarly writing requires researching and presenting information objective lead to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn't have a place in scholarly writing. But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements. Experience can inform your viewpoint and fuel your passion toward a subject. But you must remember that experience can also filter your perspective. So even with years of professional experience, it's important as a scholar practitioner to remain unbiased and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic. Finally, scholarly writing requires practice. Remember to keep your academic audience in mind. Stay focused on the purpose of your writing and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well. They are here to help you. Good luck in your degree program.
**Note:** The approximate length of this media is 4 minutes.
Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing.
Walden University Writing Center. (2020a).
[_Paraphrasing sources: Paraphrasing strategies video_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective) [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308
**Note**: The approximate length of this media is 3 minutes.
INSTRUCTIONS: Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose. Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.
**Week3.Assignment.Paraphrasing.PuttingItIntoYourOwnWords.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3-assignment-paraphrasing-puttingitintoyourownwords-docx)
**## Week3.Discussion.NeedsAnalysisTraining.docx**
wEEK3. dISCUSSION. NEEDS ANALYSIS TRAINING
Before designing any training program, it is important conduct a needs analysis first. A needs analysis is the process of identifying performance gaps to determine targeted training needs. You can identify performance gaps by comparing the desired performance (i.e., KSAs, departmental and organizational goals) with actual performance (i.e., performance appraisal results and metrics). It is important to keep in mind that training may not always be the best solution for performance gaps. Sometimes performance gaps occur for reasons other than a lack of knowledge or skills, such as unrealistic expectations, excessive workloads, or low employee motivation.
Last week, you identified and rank-ordered KSAs for a current or previous job. For this Discussion, you will identify two of the three KSAs in which there might be a performance gap and the level of performance required for each (e.g., entry, intermediate, or advanced). Then you will choose a training design that would help employees achieve the KSAs at the requisite level.
To prepare for this Discussion:
· Identify two of the three KSAs from the Week 2 Discussion and the level of performance required for each (e.g., entry, intermediate, or advanced).
· Review Chapter 19, focusing on pages 539–549, in Volume 1 of
_The SAGE Handbook_. Pay particular attention to the training models and consider which model(s) might apply to the KSAs you identified.
· Review Chapter 10, focusing on pages 215–218, in Volume 2 of
_The SAGE Handbook_ and the article, “Learning in the Twenty-First-Century Workplace.” Think about which design elements might be most useful to incorporate into training for the KSAs you identified, and why.
Resources
[Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
**Needs Analysis and Training**
· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi5050.xml) (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 19, Focus on pages 539-549
·
**Time Estimate:** 60 minutes
· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2200.xml) (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 10, Focus on pages 215-218
·
**Time Estimate:** 30 minutes
· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
[_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091321?) _, 1_(1), 245–275
·
**Time Estimate:** 60 minutes
**Talent Management and Performance Appraisal**
· Aamodt, M. (2016).
_Industrial/organizational psychology: An applied approach_ (8th ed.). Boston, MA: Cengage Learning.
· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)
·
**Time Estimate:** 65 minutes
· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE
[handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi687.xml) (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 3, Focus on pages 56-57
·
**Time Estimate:** 20 minutes
· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol3%2Fi5125.xml) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.
·
**Note:** You were first introduced to this
**Chapter 23** reading in Week 2. Review again for this week. Focus on pages 527-528.
·
**Time Estimate:** 15 minutes
[Required Media](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
· Walden University, LLC. (2019).
[_Talent management plan: Webbutik_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard. https://waldenu.instructure.com
INSTRUCTIONS: Post a response to the following:
· 1. Briefly define the KSAs you selected and the level of performance required for each. 2. Then describe the training design you would use to ensure that employees achieve the KSAs at the requisite level, and why. 3. Be sure to include specific aspects of the training design you would offer.
**## Week3.Assignment.TalentManagmentPlan.DevelopingTalentedEmployees.docx**
Talent Management Plan – Developing Talented Employees
Performance management is the process of assessing employee performance and delivering targeted feedback for improvement. Performance appraisals are conducted periodically to measure employee performance against specific criteria, often based on KSAs and individual, department, and organizational goals. In the context of talent management, performance appraisals can be used to identify top-performing employees and high-potential employees who could be developed to fill upper-level roles in the organization. For instance, some organizations use performance appraisals to identify the top 5% or 10% of performers in a given job position and “groom” those employees for advanced positions. However, high performance in one job does not necessarily translate to high performance in a different job; therefore, many organizations will use a combination of performance appraisals and recommendations from supervisors to identify employees who may be successful in a different job.
For this Assignment, you will continue to work towards completing your Talent Management Plan that is due by Day 7 of Week 4. Last week, you considered how you might apply what you have learned about job analysis, KSAs, and assessment to the selection and identification of talented candidates. This week you will apply what you have learned about needs analysis and training to the development of talented employees. You will also consider how a new topic, performance management, can also be used to develop talented employees.
To Prepare for this Assignment:
· Read Chapter 7 in the Aamodt textbook,
_Industrial/Organizational Psychology: An Applied Approach_. Review the process for evaluating employee performance.
· Review Chapter 23, focusing on pages 527-528, in
_The SAGE Handbook_ and the article, “Talent Management: Conceptual Approaches and Practical Challenges.” Pay particular attention to considerations related to the development and performance management of talented employees.
· Read Chapter 3, focusing on pages 56-57, in
_The SAGE Handbook_. Consider how you might incorporate the performance dimensions, Creative and Innovative Performance (CIP) and Counterproductive Work Behaviors (CWB), into a performance appraisal for your Talent Management Plan. Also consider how cognitive ability and personality (e.g., conscientiousness) are related to these dimensions and may help you identify high-potential employees.
· Revisit the information presented about Webuttik in this week’s media. This time, examine the strengths and limitations of the organization’s current approaches to the development and performance management of employees.
· Think about how you might apply what you have learned about needs analysis, training design, and performance management to help the Webuttik organization identify and address gaps in performance and identify top performers who could fill managerial positions.
Resources
[Required Readings](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
**Needs Analysis and Training**
· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi5050.xml) (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 19, Focus on pages 539-549
·
**Time Estimate:** 60 minutes
· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol2%2Fi2200.xml) (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 10, Focus on pages 215-218
·
**Time Estimate:** 30 minutes
· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.
[_Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site._](https://go.openathens.net/redirector/waldenu.edu?url=https://www.annualreviews.org/doi/abs/10.1146/annurev-orgpsych-031413-091321?) _, 1_(1), 245–275
·
**Time Estimate:** 60 minutes
**Talent Management and Performance Appraisal**
· Aamodt, M. (2016).
_Industrial/organizational psychology: An applied approach_ (8th ed.). Boston, MA: Cengage Learning.
· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)
·
**Time Estimate:** 65 minutes
· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE
[handbook of industrial, work, and organizational psychologyLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol1%2Fi687.xml) (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.
·
**Note:** Chapter 3, Focus on pages 56-57
·
**Time Estimate:** 20 minutes
· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),
[_The SAGE handbook of industrial, work, and organizational psychology_ Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fsk.sagepub.com%2Freference%2Fthe-sage-handbook-of-industrial-work-and-org-psychology-vol3%2Fi5125.xml) (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.
·
**Note:** You were first introduced to this
**Chapter 23** reading in Week 2. Review again for this week. Focus on pages 527-528.
·
**Time Estimate:** 15 minutes
[Required Media](https://waldenu.instructure.com/courses/172288/pages/week-3-learning-resources?module_item_id=6928770)
Walden University, LLC. (2019).
[Talent management plan: WebbutikLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/IPSY/6200/Webbutik/index.html) [CDN media file]. Walden University Blackboard.
[https://waldenu.instructure.com](https://waldenu.instructure.com/)
INSTRUCTIONS: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.
· Describe one approach for conducting a needs analysis and the degree to which the approach might be useful to consider when developing a Talent Management Plan for Webuttik.
· Describe one approach or model for conducting training and development of employees, and explain the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.
· Describe one approach or model for performance management and the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.
**_Note:_** _You will use this Assignment, as well as feedback you receive from your Instructor, to complete a Talent Management Plan due by_
_**Day 7 of Week 4**._
**## Week3.DiscussionOne.DiscoveringKeyConceptsinScholarlyWriting.docx**
Foundations: Week three. Discussion One. Discovering Key Concepts in Scholarly Writing
Discovering Key Concepts in Scholarly Writing
Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
[Required Resources](https://waldenu.instructure.com/courses/170669/pages/week-3-learning-resources?module_item_id=7041806)
Readings
· Walden University. (2015h).
[Online Writing CenterLinks to an external site.](http://academicguides.waldenu.edu/writingcenter/home). Retrieved from
[http://academicguides.waldenu.edu/writingcenter/homeLinks to an external site.](http://academicguides.waldenu.edu/writingcenter/home)
This web page provides information about the resources available to you through the Writing Center.
· Walden University Student Affairs. (n.d.-b).
[Academic integrity: SafeAssign & TurnitinLinks to an external site.](https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in). Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
· Walden University Writing Center. (n.d.-c).
[Using evidence: Effective paraphrasing strategiesLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective). Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443
· Walden University Writing Center. (n.d.-d).
[_Using evidence: Paraphrase_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase). https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase
·
**Document:** [Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)](https://waldenu.instructure.com/courses/170669/files/13802932?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)](https://waldenu.instructure.com/courses/170669/files/13802932/download?download_frd=1)
These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.
·
**Document:** [Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)](https://waldenu.instructure.com/courses/170669/files/13802804?wrap=1) [Download Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)](https://waldenu.instructure.com/courses/170669/files/13802804/download?download_frd=1)
Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.
**Articles for Discussion**
· Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020).
[One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site.](https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-020-00964-1).
_The International Journal of Behavioral Nutrition and Physical Activity, 17(_ 58). https://doi.org/10.1186/s12966-020-00964-1
· Stein, R., & Albritton, K. (2022).
[Early childhood-focused training in school psychologyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2020-64824-001&site=eds-live&scope=site&authtype=shib&custid=s6527200).
_Training and Education in Professional Psychology_,
_16_(1), 36–43. https://doi.org/10.1037/tep0000350
· Valsiner, J. (2019).
[Culture & psychology: 25 constructive yearsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://journals.sagepub.com/doi/full/10.1177/1354067X19872358).
_Culture & Psychology, 25_(4), 429–469. https://doi.org/10.1177/1354067X198723
[Required Media](https://waldenu.instructure.com/courses/170669/pages/week-3-learning-resources?module_item_id=7041806)
· Walden University, LLC. (Producer). (2012a).
[_Introduction to scholarly writing: Purpose, audience, and evidence_ Links to an external site.](https://class.waldenu.edu/) [Video file]. Retrieved from
[https://waldenu.instructure.com/](https://waldenu.instructure.com/)
**Media Transcript:** We all have experience writing emails to family or friends worth memos, perhaps even a fictional short story or sprint. As different as they may seem. All of these share something in common. They're written with a purpose and audience in mind. Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence. Scholarly writing is material written for a specific purpose to specific audience. It's based on evidence, not assumptions or opinions. It's objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you've learned about a topic. At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff and classmates, and all are members of the larger scholarly community. They are critical readers who expect writers to be objective with the words they use and the ideas they present. A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective? It's day time. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They're both looking at a computer screen. Now use your imagination. Can you make assumptions about the relationship between these two people are what they might be doing. Perhaps he's her boss and he's in charge, or he's teaching or something, or perhaps their colleagues. Now in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what's happening in these photos. We need evidence. This is the important taskof scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It's not always easy. It's natural that bring experience and frame of reference to everything we do. But successful scholarly writing requires researching and presenting information objective lead to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn't have a place in scholarly writing. But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements. Experience can inform your viewpoint and fuel your passion toward a subject. But you must remember that experience can also filter your perspective. So even with years of professional experience, it's important as a scholar practitioner to remain unbiased and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic. Finally, scholarly writing requires practice. Remember to keep your academic audience in mind. Stay focused on the purpose of your writing and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well. They are here to help you. Good luck in your degree program.
**Note:** The approximate length of this media is 4 minutes.
Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing.
Walden University Writing Center. (2020a).
[_Paraphrasing sources: Paraphrasing strategies video_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective) [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308
**Note**: The approximate length of this media is 3 minutes.
INSTRUCTIONS: Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose. Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.
**Week3.Assignment.Paraphrasing.PuttingItIntoYourOwnWords.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3-assignment-paraphrasing-puttingitintoyourownwords-docx)
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Signature assignment about community acquired pneumonia. Format APA style 7 edition. – ## NUR6400SignatureAssignment.docx – ## APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf **## NUR6400SignatureAssignment.docx** 
**SCHOOL OF NURSING GRADUATE STUDIES**
**MASTER OF SCIENCE IN NURSING – FNP**
**NUR6400 Role Development in Family Practice: Clinical Integration**
**Signature Assignment**
Understanding the role technology plays in advanced primary care to vulnerable populations is vital to ensure proper and timely diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this assignment is to evaluate one global burden of disease OR risk factor in the family population (pediatric, adult, or geriatric) and explore one current evidence-based technology use that can offer improvement of outcomes and access to the population chosen.
This assignment will focus on the following course student learning outcomes (CSLO):
1. Generate knowledge from clinical practice to improve practice and patient outcomes (EOPSLO# 4, 9).
2. Leads practice inquiry, individually or in partnership with others (EOPSLO# 2, 3, 4, 7).
3. Translates research and other forms of knowledge to improve practice processes and outcomes (EOPSLO# 9).
4. Evaluate the relationships among access, cost, quality, and safety and their influence on healthcare (EOPSLO# 3, 6, 9).
5. Collaborates in planning for transitions across the continuum of care (EOPSLO# 2, 7).
6. Integrates ethical principles in decision-making (EOPSLO# 6, 9).
7. Integrates appropriate technologies for knowledge management to improve healthcare (EOPSLO# 5).
8. Evaluate the effectiveness of the plan of care for the family, as well as the individual, and implement changes (EOPSLO# 8).
Instructions: Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to help support the improvement of outcomes in the global burden of disease chosen.
**You are to write a three-to-five-page paper in APA format 7th edition with the following sections and level 2 headings:**
**Introduction:**
Brief overview of the health of the population chosen
-Introduce the global burden of disease OR risk factor chosen
-Importance of improving the condition and its impact on quality of life
**Body of the Paper**
**Global Burden of Disease Condition/Risk Factor**
-Describe the disease OR risk factor chosen
-What signs/symptoms are identified in the patient that can be found?
-How is it diagnosed and treated?
**Technology and Healthcare**
-Describe the paradigm shift in healthcare related to technology
-Elaborate how technology can improve health outcomes in your population
**Chosen Evidence-Based Technology Use in Disease or Risk Factor**
-Describe and summarize the evidence-based technology identified that has been shown to improve the condition or Risk Factor for your patient population chosen.
-Compare and contrast the positives and negatives of using this technology use chosen.
**Conclusion**
-Recap points discussed in the paper
-Importance of advancements in technology
Optional Resources:
https://www.thelancet.com/gbd/summaries
https://www.healthdata.org/research-analysis/library/what-global-burden-disease-gbd
## image1.jpeg
**## APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf**
1
Writing in APA Style 7th Edition Example Paper
Student Name
Antioch University Santa Barbara
Course Name
Instructor Name
January 8, 2020
Title in bold, Capitalize All
of the Major Words; no
word limit.
Student Name, Institution,
Course Name & Number,
Instructor, and Due Date,
all on separate lines
Change from APA 6: No Running head
Every page has a page number in the header
Student Paper Example
Based on the Seventh Ed. of the
Publication Manual of the American
Psychological Association
Use same font size
for everything in the
entire document
APA 7 no longer requires
12-pt. Times New Roman.
Permitted fonts:
12-pt. Times New
Roman
11-pt. Georgia
11-pt. Calibri
11-pt. Arial
10-pt. Lucida Sans
Unicode
One blank double-spaced
line under title.
Entire document should be
double-spaced.
2
Abstract
This paper describes some basic parts of writing in APA style 7th Edition. These components
include seven major areas: the title page, abstract, formatting concerns for student writing, use
of language, in-text citations, the references page, and titles and figures. This paper also
provides examples of specific changes that are required by APA style 7th Edition.
Keywords: APA style, citations, frustration
Level 1 heading
(see box below)
An abstract is a brief
comprehensive summary of the
contents of the paper, typically
no more than 250 words.
Abstracts are not usually
required for student papers.
Check with your instructor to
see if an abstract and/or
keywords are required for your
paper.
If you’re not required to
include an abstract, begin the
main text on this page.
Keywords are words, phrases,
or acronyms that describe the
most important aspects of your
paper. They are used for
indexing in databases and help
readers find your work during a
search.
If required for your paper,
provide 3–5 keywords.
Keywords can be listed in any
order.
Indent ½ inch.
No period
Page number
1 inch margin
Headings: Use headings in your paper to distinguish between
main sections and sub-sections.
Format for the Five Levels of Headings in APA Style
Level Format
1 Centered, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
2 Left Align, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
3 Left Align, Bold Italic, Capitalize Major Words
Text begins as a new indented paragraph.
4 Indented, Bold, Capitalize Major Words. After a
period, text begins on the same line and continues.
5 Indented, Bold Italic, Capitalize Major Words. After
a period, text begins on the same line and continues.
Main sections (divisions)
of the body of your
paper
Sub-sections
3
Writing in APA Style 7th Edition Example Paper
Writing in the style of the American Psychological Association (APA) is a regular practice
for students of higher degree programs in psychology and many programs in science. The new
edition of the manual has made several changes, such as endorsing the use of the singular they,
as exemplified in the next sentence. Each student writer who applies the new APA student
writing standards may encounter different challenges, however, they may use the resources
provided by the AUSB Writing Center for support in learning the relevant new rules.
According to the seventh edition of the Publication Manual of the American
Psychological Association (2019), the style’s broad applicability “helps authors present their
ideas in a clear, concise, and organized manner” that “uniformity and consistency enables
readers to (a) focus on the ideas being presented rather than formatting and (b) scan works
quickly for key points” (p. xvii). Since this paper is mostly written in the seventh edition of APA
style, attentive readers will note that it has many examples of changes from the sixth edition.
Most of the rules demonstrated here are those a student will need to have some acquaintance
with in order to write easily according to the student writing guidelines, which are distinct from
APA’s new journal article reporting standards (Paiz et al., 2013).
The Structure of a Paper in APA Style
The APA style guidelines are designed for primary research papers that usually contain
the following sections: (a) introduction, (b) method, (c) results, (d) discussion, and (e)
references. However, the actual headings may vary depending on the type of paper one is
writing (American Psychological Association, 2019). For example, papers that do not describe
primary research or original experimental data may omit the method, results, and discussion
Level 1 heading
(see p. 2)
Use singular
“they”
New in APA 7:
Use “et al.” for three
or more authors
Title is bolded and
centered, Capitalize
All of the Major Words
Level 1 heading
(a main section)
One
space
after a
period
1 inch
margins on
all sides
Repeat title from Title page
4
sections (Xyers, Young, Zucherman, & Anne, 2019, p. 291). Some sections may be broken into
subsections, in which case the authors must use the appropriate headings and subheadings
(Xyers, Young, Zucherman, & Roberts, 2019, para. 4).
Organizing the Main Body
Most APA style papers written by students are not experimental; the organization of
headings and subheadings within the main body of the paper is therefore particularly
important. In certain cases, the author might use additional major sections, such as a literature
review, to introduce their own material.
Organizing the Main Body When There are Additional Content Concerns
In some common graduate assignments, students are instructed to compare therapeutic
models, provide possible interventions given specific presenting problems, or engage in case
study analyses. These papers may have particular sections (such as presenting problem, or
socio-cultural considerations of a given model).
Language Concerns in the Body of the Paper. Sometimes, writers who are just
becoming comfortable with APA style, or with academic writing in general, will mimic academic
language in ways subtly less clear than writers who use academic register fluently. For example,
one might write the following sentence, which sounds academic to the mental ear, but in which
almost everything is done poorly:
during the preparatory process of elucidating the critical and fundamental elements of
this theory for analysis, it would be observed that certain subjective elements of the
theory would be excessively situational to the point of being non-applicable outside of
the theorists’ particular circumstances. (Goodwin, 2012a)
Exception to “et al.” rule for 3 or more authors:
Include as many authors as needed to distinguish
between sources with the same first author(s).
Level 2
heading
(a sub-
section)
Level 3 heading (a
sub-section of the
Level 2 sub-section)
Level 4
heading
(see
p. 2)
If a quotation
is 40 words
or more, use
a block quote
format: new
line, indent ½
inch, double
space, no
quotation
marks.
Short
papers
usually
only
need
Level 1
and 2
headings
For block quotes,
period comes
before citation.
5
We observe that such a sentence serves little use beyond parody. The same sentiment can be
expressed in appropriate academic register in the following fashion: this theory is based on
subjective components and thus is not widely applicable (Goodwin, 2012b).
Language Concerns as Issues of Unstated Academic Expectation. Writers for whom the
distinction between the two earlier examples is unintuitive should not be dismayed. Graham
and Harris (1997) have shown that an academic style of writing is slowly learned, and is not
often intuitive. Often, the rules of academic English, and American academic English in
particular, are presented as assumptions rather than with explicit guidance (Graham & Harris,
1997). A student may look at their peers and see no one else asking questions about unclear
elements of an assignment, or unclear expectations, and try to muddle through on their own
rather than raising the issue. However, most academic expectations need to be explicitly taught
at some point, so students should not feel bad asking for clarification. Often, if one writer has a
question about the expectations, many others do also (S. Harter, personal communication,
September 30, 2018).
In-Text Citations and References
The American Psychological Association (APA) encourages authors to cite any works
that have impacted their own (APA, 2019). In general, the style guide recommends
paraphrasing sources rather than using too many direct quotes, “because paraphrasing
allows you to fit material to the context of your paper and writing style” (APA, 2019, p. 270).
A direct quote is best employed when the original author has stated a point particular
memorably, concisely, or effectively, or when the original author is providing a technical
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Cite the
specific page
number of
direct
quotes.
Narrative
citation style
Parenthetical
citation style
2 Styles of In-
text Citations:
Narrative &
Parenthetical:
Level 4
heading
Level 1
heading
Para-
phrase
About page numbers:
Use for direct quotes
Use for paraphrases of information on a specific page
o Otherwise, optional for paraphrases
No
page #
(see
box
below)
6
definition or explanation of a term. Under other circumstances, a paraphrase is usually more
efficient than a direct quotation. Both paraphrased ideas as well as quotations need to be cited,
though; only common knowledge does not require a citation. A good general rule of thumb
might be: “when in doubt, cite it, and if you don’t have a citation, double-check” (S. Chase,
personal communication, August 12, 2017).
Writers using APA style should be careful to format their citations appropriately. Most
in-text citations follow the format of author and year in parentheses, providing page numbers
(or paragraph numbers) for every direct quotation. For paraphrases/summaries in your own
words, include a page number when information is from a specific page of a source; otherwise
a page number is optional, but may be helpful. The formatting of references in the references
list, however, is more complicated, and writers should check their work to ensure that they
have used the appropriate format for each citation, depending on the type of source.
Figures and Tables
As shown in Table 1, the seventh edition of APA has made some changes to the
formatting of figures and tables. For example, figures now use the same title format as tables
(see Figure 1).
Final Recommendations
APA style is an effective way of formatting and presenting complex material. APA can be
time-consuming to learn; visit us in the AUSB Writing Center for help with any of your APA
questions.
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Use table and figure numbers to refer the reader to tables
and figures. Do not write “see the table above/below”.
7
References
American Psychological Association. (2019). Publication manual of the American Psychological
Association (7th ed.).
Goodwin, J. (2012a). Made up examples of bad academic writing. Academic Writing, 343(1),
1006–1010. http://doi.org/11.1136/acadbad.12345
Goodwin, J. (2012b). Good reading is hard writing: Another made-up journal article about
academic writing. Reading & Writing, 25(3), 143–152.
http://doi.org/10.1234/readwrite.123456789
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and
realities in writing instruction. School Psychology Review, 26(6), 414–424.
Paiz, J. M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, G., Franks, M., Paul, R.,
Keech, E., Ruiz, G., Allison, A., Caterelli, B., Zhou, M., Soong, R., Nguyen, Y., Bedo, O.,
Sanders, B., Howard, C., Denny, H., … Keck, R. (2013). Online writing: The challenges of
learning APA. Journal of Psychotherapy. http://doi.org/10.4567/apa-style.67810
Xyers, K., Young, G., Zucherman, F., and Anne, A. (2019). Example with multiple authors. In G. Y.
Iwamasa & P. A. Hays (Eds.), Big Book of Examples (2nd ed., pp. 287–314). CRC Press.
Xyers, K., Young, G., Zucherman, F., and Roberts, B. (2019, June 1). Example citation for multiple
authors. BBC News. http://www.bbcnews.com/example-for-multiple-authors.html
New in APA 7:
No place of publication for books Leave hyperlinks
Do not use “retrieved from” or a retrieval date unless the website content updates often by
design (e.g., social media)
Level 1 heading
When publisher & author are the same, omit that info.
Include DOI as
hyperlinked URL
Capitalize only
the first word
of a journal
article and
subtitle.
Include
up to 20
authors
References should be in
alphabetical order and
double spaced.
Exception: Do not include personal
communication on your References
page, e.g., emails or interviews, since
they are not recoverable. Instead,
cite them in-text. (See p. 6.)
The References provides the information necessary for a reader to
locate and retrieve any source you cite.
Every source you cite must appear on your References page.
References page only includes sources cited in the body of your paper.
Same author,
same year:
use a & b
Use a
hanging
indent
[http://doi.org/11.1136/acadbad.12345](http://doi.org/11.1136/acadbad.12345)
[http://doi.org/10.1234/readwrite.123456789](http://doi.org/10.1234/readwrite.123456789)
[http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url](http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url)
[http://www.bbcnews.com/example-for-multiple-authors.html](http://www.bbcnews.com/example-for-multiple-authors.html)
8
Table 1
An Example of an APA Style Table
Table or Figure Change from 6th Edition
Table Mostly the same for simple tables, but avoid unnecessary
borders or shading in a table
Figure Now uses same title format as tables
Note. A table note may optionally be included under the table to clarify the contents of the
table for the readers of the manuscript.
Figure 1
Writing in APA Style
Note. A figure note may optionally be included under the figure to clarify the contents of the
figure for the readers of the manuscript.
Limited shading and borders now
preferred. (Do not use vertical
borders to separate data.)
Figure titles now parallel to table titles
(above the figure)
Figures and
tables are
left-aligned
Place each table on a separate page,
followed by each figure on a
separate page
**## APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf**
1
Writing in APA Style 7th Edition Example Paper
Student Name
Antioch University Santa Barbara
Course Name
Instructor Name
January 8, 2020
Title in bold, Capitalize All
of the Major Words; no
word limit.
Student Name, Institution,
Course Name & Number,
Instructor, and Due Date,
all on separate lines
Change from APA 6: No Running head
Every page has a page number in the header
Student Paper Example
Based on the Seventh Ed. of the
Publication Manual of the American
Psychological Association
Use same font size
for everything in the
entire document
APA 7 no longer requires
12-pt. Times New Roman.
Permitted fonts:
12-pt. Times New
Roman
11-pt. Georgia
11-pt. Calibri
11-pt. Arial
10-pt. Lucida Sans
Unicode
One blank double-spaced
line under title.
Entire document should be
double-spaced.
2
Abstract
This paper describes some basic parts of writing in APA style 7th Edition. These components
include seven major areas: the title page, abstract, formatting concerns for student writing, use
of language, in-text citations, the references page, and titles and figures. This paper also
provides examples of specific changes that are required by APA style 7th Edition.
Keywords: APA style, citations, frustration
Level 1 heading
(see box below)
An abstract is a brief
comprehensive summary of the
contents of the paper, typically
no more than 250 words.
Abstracts are not usually
required for student papers.
Check with your instructor to
see if an abstract and/or
keywords are required for your
paper.
If you’re not required to
include an abstract, begin the
main text on this page.
Keywords are words, phrases,
or acronyms that describe the
most important aspects of your
paper. They are used for
indexing in databases and help
readers find your work during a
search.
If required for your paper,
provide 3–5 keywords.
Keywords can be listed in any
order.
Indent ½ inch.
No period
Page number
1 inch margin
Headings: Use headings in your paper to distinguish between
main sections and sub-sections.
Format for the Five Levels of Headings in APA Style
Level Format
1 Centered, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
2 Left Align, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
3 Left Align, Bold Italic, Capitalize Major Words
Text begins as a new indented paragraph.
4 Indented, Bold, Capitalize Major Words. After a
period, text begins on the same line and continues.
5 Indented, Bold Italic, Capitalize Major Words. After
a period, text begins on the same line and continues.
Main sections (divisions)
of the body of your
paper
Sub-sections
3
Writing in APA Style 7th Edition Example Paper
Writing in the style of the American Psychological Association (APA) is a regular practice
for students of higher degree programs in psychology and many programs in science. The new
edition of the manual has made several changes, such as endorsing the use of the singular they,
as exemplified in the next sentence. Each student writer who applies the new APA student
writing standards may encounter different challenges, however, they may use the resources
provided by the AUSB Writing Center for support in learning the relevant new rules.
According to the seventh edition of the Publication Manual of the American
Psychological Association (2019), the style’s broad applicability “helps authors present their
ideas in a clear, concise, and organized manner” that “uniformity and consistency enables
readers to (a) focus on the ideas being presented rather than formatting and (b) scan works
quickly for key points” (p. xvii). Since this paper is mostly written in the seventh edition of APA
style, attentive readers will note that it has many examples of changes from the sixth edition.
Most of the rules demonstrated here are those a student will need to have some acquaintance
with in order to write easily according to the student writing guidelines, which are distinct from
APA’s new journal article reporting standards (Paiz et al., 2013).
The Structure of a Paper in APA Style
The APA style guidelines are designed for primary research papers that usually contain
the following sections: (a) introduction, (b) method, (c) results, (d) discussion, and (e)
references. However, the actual headings may vary depending on the type of paper one is
writing (American Psychological Association, 2019). For example, papers that do not describe
primary research or original experimental data may omit the method, results, and discussion
Level 1 heading
(see p. 2)
Use singular
“they”
New in APA 7:
Use “et al.” for three
or more authors
Title is bolded and
centered, Capitalize
All of the Major Words
Level 1 heading
(a main section)
One
space
after a
period
1 inch
margins on
all sides
Repeat title from Title page
4
sections (Xyers, Young, Zucherman, & Anne, 2019, p. 291). Some sections may be broken into
subsections, in which case the authors must use the appropriate headings and subheadings
(Xyers, Young, Zucherman, & Roberts, 2019, para. 4).
Organizing the Main Body
Most APA style papers written by students are not experimental; the organization of
headings and subheadings within the main body of the paper is therefore particularly
important. In certain cases, the author might use additional major sections, such as a literature
review, to introduce their own material.
Organizing the Main Body When There are Additional Content Concerns
In some common graduate assignments, students are instructed to compare therapeutic
models, provide possible interventions given specific presenting problems, or engage in case
study analyses. These papers may have particular sections (such as presenting problem, or
socio-cultural considerations of a given model).
Language Concerns in the Body of the Paper. Sometimes, writers who are just
becoming comfortable with APA style, or with academic writing in general, will mimic academic
language in ways subtly less clear than writers who use academic register fluently. For example,
one might write the following sentence, which sounds academic to the mental ear, but in which
almost everything is done poorly:
during the preparatory process of elucidating the critical and fundamental elements of
this theory for analysis, it would be observed that certain subjective elements of the
theory would be excessively situational to the point of being non-applicable outside of
the theorists’ particular circumstances. (Goodwin, 2012a)
Exception to “et al.” rule for 3 or more authors:
Include as many authors as needed to distinguish
between sources with the same first author(s).
Level 2
heading
(a sub-
section)
Level 3 heading (a
sub-section of the
Level 2 sub-section)
Level 4
heading
(see
p. 2)
If a quotation
is 40 words
or more, use
a block quote
format: new
line, indent ½
inch, double
space, no
quotation
marks.
Short
papers
usually
only
need
Level 1
and 2
headings
For block quotes,
period comes
before citation.
5
We observe that such a sentence serves little use beyond parody. The same sentiment can be
expressed in appropriate academic register in the following fashion: this theory is based on
subjective components and thus is not widely applicable (Goodwin, 2012b).
Language Concerns as Issues of Unstated Academic Expectation. Writers for whom the
distinction between the two earlier examples is unintuitive should not be dismayed. Graham
and Harris (1997) have shown that an academic style of writing is slowly learned, and is not
often intuitive. Often, the rules of academic English, and American academic English in
particular, are presented as assumptions rather than with explicit guidance (Graham & Harris,
1997). A student may look at their peers and see no one else asking questions about unclear
elements of an assignment, or unclear expectations, and try to muddle through on their own
rather than raising the issue. However, most academic expectations need to be explicitly taught
at some point, so students should not feel bad asking for clarification. Often, if one writer has a
question about the expectations, many others do also (S. Harter, personal communication,
September 30, 2018).
In-Text Citations and References
The American Psychological Association (APA) encourages authors to cite any works
that have impacted their own (APA, 2019). In general, the style guide recommends
paraphrasing sources rather than using too many direct quotes, “because paraphrasing
allows you to fit material to the context of your paper and writing style” (APA, 2019, p. 270).
A direct quote is best employed when the original author has stated a point particular
memorably, concisely, or effectively, or when the original author is providing a technical
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Cite the
specific page
number of
direct
quotes.
Narrative
citation style
Parenthetical
citation style
2 Styles of In-
text Citations:
Narrative &
Parenthetical:
Level 4
heading
Level 1
heading
Para-
phrase
About page numbers:
Use for direct quotes
Use for paraphrases of information on a specific page
o Otherwise, optional for paraphrases
No
page #
(see
box
below)
6
definition or explanation of a term. Under other circumstances, a paraphrase is usually more
efficient than a direct quotation. Both paraphrased ideas as well as quotations need to be cited,
though; only common knowledge does not require a citation. A good general rule of thumb
might be: “when in doubt, cite it, and if you don’t have a citation, double-check” (S. Chase,
personal communication, August 12, 2017).
Writers using APA style should be careful to format their citations appropriately. Most
in-text citations follow the format of author and year in parentheses, providing page numbers
(or paragraph numbers) for every direct quotation. For paraphrases/summaries in your own
words, include a page number when information is from a specific page of a source; otherwise
a page number is optional, but may be helpful. The formatting of references in the references
list, however, is more complicated, and writers should check their work to ensure that they
have used the appropriate format for each citation, depending on the type of source.
Figures and Tables
As shown in Table 1, the seventh edition of APA has made some changes to the
formatting of figures and tables. For example, figures now use the same title format as tables
(see Figure 1).
Final Recommendations
APA style is an effective way of formatting and presenting complex material. APA can be
time-consuming to learn; visit us in the AUSB Writing Center for help with any of your APA
questions.
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Use table and figure numbers to refer the reader to tables
and figures. Do not write “see the table above/below”.
7
References
American Psychological Association. (2019). Publication manual of the American Psychological
Association (7th ed.).
Goodwin, J. (2012a). Made up examples of bad academic writing. Academic Writing, 343(1),
1006–1010. http://doi.org/11.1136/acadbad.12345
Goodwin, J. (2012b). Good reading is hard writing: Another made-up journal article about
academic writing. Reading & Writing, 25(3), 143–152.
http://doi.org/10.1234/readwrite.123456789
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and
realities in writing instruction. School Psychology Review, 26(6), 414–424.
Paiz, J. M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, G., Franks, M., Paul, R.,
Keech, E., Ruiz, G., Allison, A., Caterelli, B., Zhou, M., Soong, R., Nguyen, Y., Bedo, O.,
Sanders, B., Howard, C., Denny, H., … Keck, R. (2013). Online writing: The challenges of
learning APA. Journal of Psychotherapy. http://doi.org/10.4567/apa-style.67810
Xyers, K., Young, G., Zucherman, F., and Anne, A. (2019). Example with multiple authors. In G. Y.
Iwamasa & P. A. Hays (Eds.), Big Book of Examples (2nd ed., pp. 287–314). CRC Press.
Xyers, K., Young, G., Zucherman, F., and Roberts, B. (2019, June 1). Example citation for multiple
authors. BBC News. http://www.bbcnews.com/example-for-multiple-authors.html
New in APA 7:
No place of publication for books Leave hyperlinks
Do not use “retrieved from” or a retrieval date unless the website content updates often by
design (e.g., social media)
Level 1 heading
When publisher & author are the same, omit that info.
Include DOI as
hyperlinked URL
Capitalize only
the first word
of a journal
article and
subtitle.
Include
up to 20
authors
References should be in
alphabetical order and
double spaced.
Exception: Do not include personal
communication on your References
page, e.g., emails or interviews, since
they are not recoverable. Instead,
cite them in-text. (See p. 6.)
The References provides the information necessary for a reader to
locate and retrieve any source you cite.
Every source you cite must appear on your References page.
References page only includes sources cited in the body of your paper.
Same author,
same year:
use a & b
Use a
hanging
indent
[http://doi.org/11.1136/acadbad.12345](http://doi.org/11.1136/acadbad.12345)
[http://doi.org/10.1234/readwrite.123456789](http://doi.org/10.1234/readwrite.123456789)
[http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url](http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url)
[http://www.bbcnews.com/example-for-multiple-authors.html](http://www.bbcnews.com/example-for-multiple-authors.html)
8
Table 1
An Example of an APA Style Table
Table or Figure Change from 6th Edition
Table Mostly the same for simple tables, but avoid unnecessary
borders or shading in a table
Figure Now uses same title format as tables
Note. A table note may optionally be included under the table to clarify the contents of the
table for the readers of the manuscript.
Figure 1
Writing in APA Style
Note. A figure note may optionally be included under the figure to clarify the contents of the
figure for the readers of the manuscript.
Limited shading and borders now
preferred. (Do not use vertical
borders to separate data.)
Figure titles now parallel to table titles
(above the figure)
Figures and
tables are
left-aligned
Place each table on a separate page,
followed by each figure on a
separate page
**## NUR6400SignatureAssignment.docx**
**SCHOOL OF NURSING GRADUATE STUDIES**
**MASTER OF SCIENCE IN NURSING – FNP**
**NUR6400 Role Development in Family Practice: Clinical Integration**
**Signature Assignment**
Understanding the role technology plays in advanced primary care to vulnerable populations is vital to ensure proper and timely diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this assignment is to evaluate one global burden of disease OR risk factor in the family population (pediatric, adult, or geriatric) and explore one current evidence-based technology use that can offer improvement of outcomes and access to the population chosen.
This assignment will focus on the following course student learning outcomes (CSLO):
1. Generate knowledge from clinical practice to improve practice and patient outcomes (EOPSLO# 4, 9).
2. Leads practice inquiry, individually or in partnership with others (EOPSLO# 2, 3, 4, 7).
3. Translates research and other forms of knowledge to improve practice processes and outcomes (EOPSLO# 9).
4. Evaluate the relationships among access, cost, quality, and safety and their influence on healthcare (EOPSLO# 3, 6, 9).
5. Collaborates in planning for transitions across the continuum of care (EOPSLO# 2, 7).
6. Integrates ethical principles in decision-making (EOPSLO# 6, 9).
7. Integrates appropriate technologies for knowledge management to improve healthcare (EOPSLO# 5).
8. Evaluate the effectiveness of the plan of care for the family, as well as the individual, and implement changes (EOPSLO# 8).
Instructions: Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to help support the improvement of outcomes in the global burden of disease chosen.
**You are to write a three-to-five-page paper in APA format 7th edition with the following sections and level 2 headings:**
**Introduction:**
Brief overview of the health of the population chosen
-Introduce the global burden of disease OR risk factor chosen
-Importance of improving the condition and its impact on quality of life
**Body of the Paper**
**Global Burden of Disease Condition/Risk Factor**
-Describe the disease OR risk factor chosen
-What signs/symptoms are identified in the patient that can be found?
-How is it diagnosed and treated?
**Technology and Healthcare**
-Describe the paradigm shift in healthcare related to technology
-Elaborate how technology can improve health outcomes in your population
**Chosen Evidence-Based Technology Use in Disease or Risk Factor**
-Describe and summarize the evidence-based technology identified that has been shown to improve the condition or Risk Factor for your patient population chosen.
-Compare and contrast the positives and negatives of using this technology use chosen.
**Conclusion**
-Recap points discussed in the paper
-Importance of advancements in technology
Optional Resources:
https://www.thelancet.com/gbd/summaries
https://www.healthdata.org/research-analysis/library/what-global-burden-disease-gbd
## image1.jpeg
**## APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf**
1
Writing in APA Style 7th Edition Example Paper
Student Name
Antioch University Santa Barbara
Course Name
Instructor Name
January 8, 2020
Title in bold, Capitalize All
of the Major Words; no
word limit.
Student Name, Institution,
Course Name & Number,
Instructor, and Due Date,
all on separate lines
Change from APA 6: No Running head
Every page has a page number in the header
Student Paper Example
Based on the Seventh Ed. of the
Publication Manual of the American
Psychological Association
Use same font size
for everything in the
entire document
APA 7 no longer requires
12-pt. Times New Roman.
Permitted fonts:
12-pt. Times New
Roman
11-pt. Georgia
11-pt. Calibri
11-pt. Arial
10-pt. Lucida Sans
Unicode
One blank double-spaced
line under title.
Entire document should be
double-spaced.
2
Abstract
This paper describes some basic parts of writing in APA style 7th Edition. These components
include seven major areas: the title page, abstract, formatting concerns for student writing, use
of language, in-text citations, the references page, and titles and figures. This paper also
provides examples of specific changes that are required by APA style 7th Edition.
Keywords: APA style, citations, frustration
Level 1 heading
(see box below)
An abstract is a brief
comprehensive summary of the
contents of the paper, typically
no more than 250 words.
Abstracts are not usually
required for student papers.
Check with your instructor to
see if an abstract and/or
keywords are required for your
paper.
If you’re not required to
include an abstract, begin the
main text on this page.
Keywords are words, phrases,
or acronyms that describe the
most important aspects of your
paper. They are used for
indexing in databases and help
readers find your work during a
search.
If required for your paper,
provide 3–5 keywords.
Keywords can be listed in any
order.
Indent ½ inch.
No period
Page number
1 inch margin
Headings: Use headings in your paper to distinguish between
main sections and sub-sections.
Format for the Five Levels of Headings in APA Style
Level Format
1 Centered, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
2 Left Align, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
3 Left Align, Bold Italic, Capitalize Major Words
Text begins as a new indented paragraph.
4 Indented, Bold, Capitalize Major Words. After a
period, text begins on the same line and continues.
5 Indented, Bold Italic, Capitalize Major Words. After
a period, text begins on the same line and continues.
Main sections (divisions)
of the body of your
paper
Sub-sections
3
Writing in APA Style 7th Edition Example Paper
Writing in the style of the American Psychological Association (APA) is a regular practice
for students of higher degree programs in psychology and many programs in science. The new
edition of the manual has made several changes, such as endorsing the use of the singular they,
as exemplified in the next sentence. Each student writer who applies the new APA student
writing standards may encounter different challenges, however, they may use the resources
provided by the AUSB Writing Center for support in learning the relevant new rules.
According to the seventh edition of the Publication Manual of the American
Psychological Association (2019), the style’s broad applicability “helps authors present their
ideas in a clear, concise, and organized manner” that “uniformity and consistency enables
readers to (a) focus on the ideas being presented rather than formatting and (b) scan works
quickly for key points” (p. xvii). Since this paper is mostly written in the seventh edition of APA
style, attentive readers will note that it has many examples of changes from the sixth edition.
Most of the rules demonstrated here are those a student will need to have some acquaintance
with in order to write easily according to the student writing guidelines, which are distinct from
APA’s new journal article reporting standards (Paiz et al., 2013).
The Structure of a Paper in APA Style
The APA style guidelines are designed for primary research papers that usually contain
the following sections: (a) introduction, (b) method, (c) results, (d) discussion, and (e)
references. However, the actual headings may vary depending on the type of paper one is
writing (American Psychological Association, 2019). For example, papers that do not describe
primary research or original experimental data may omit the method, results, and discussion
Level 1 heading
(see p. 2)
Use singular
“they”
New in APA 7:
Use “et al.” for three
or more authors
Title is bolded and
centered, Capitalize
All of the Major Words
Level 1 heading
(a main section)
One
space
after a
period
1 inch
margins on
all sides
Repeat title from Title page
4
sections (Xyers, Young, Zucherman, & Anne, 2019, p. 291). Some sections may be broken into
subsections, in which case the authors must use the appropriate headings and subheadings
(Xyers, Young, Zucherman, & Roberts, 2019, para. 4).
Organizing the Main Body
Most APA style papers written by students are not experimental; the organization of
headings and subheadings within the main body of the paper is therefore particularly
important. In certain cases, the author might use additional major sections, such as a literature
review, to introduce their own material.
Organizing the Main Body When There are Additional Content Concerns
In some common graduate assignments, students are instructed to compare therapeutic
models, provide possible interventions given specific presenting problems, or engage in case
study analyses. These papers may have particular sections (such as presenting problem, or
socio-cultural considerations of a given model).
Language Concerns in the Body of the Paper. Sometimes, writers who are just
becoming comfortable with APA style, or with academic writing in general, will mimic academic
language in ways subtly less clear than writers who use academic register fluently. For example,
one might write the following sentence, which sounds academic to the mental ear, but in which
almost everything is done poorly:
during the preparatory process of elucidating the critical and fundamental elements of
this theory for analysis, it would be observed that certain subjective elements of the
theory would be excessively situational to the point of being non-applicable outside of
the theorists’ particular circumstances. (Goodwin, 2012a)
Exception to “et al.” rule for 3 or more authors:
Include as many authors as needed to distinguish
between sources with the same first author(s).
Level 2
heading
(a sub-
section)
Level 3 heading (a
sub-section of the
Level 2 sub-section)
Level 4
heading
(see
p. 2)
If a quotation
is 40 words
or more, use
a block quote
format: new
line, indent ½
inch, double
space, no
quotation
marks.
Short
papers
usually
only
need
Level 1
and 2
headings
For block quotes,
period comes
before citation.
5
We observe that such a sentence serves little use beyond parody. The same sentiment can be
expressed in appropriate academic register in the following fashion: this theory is based on
subjective components and thus is not widely applicable (Goodwin, 2012b).
Language Concerns as Issues of Unstated Academic Expectation. Writers for whom the
distinction between the two earlier examples is unintuitive should not be dismayed. Graham
and Harris (1997) have shown that an academic style of writing is slowly learned, and is not
often intuitive. Often, the rules of academic English, and American academic English in
particular, are presented as assumptions rather than with explicit guidance (Graham & Harris,
1997). A student may look at their peers and see no one else asking questions about unclear
elements of an assignment, or unclear expectations, and try to muddle through on their own
rather than raising the issue. However, most academic expectations need to be explicitly taught
at some point, so students should not feel bad asking for clarification. Often, if one writer has a
question about the expectations, many others do also (S. Harter, personal communication,
September 30, 2018).
In-Text Citations and References
The American Psychological Association (APA) encourages authors to cite any works
that have impacted their own (APA, 2019). In general, the style guide recommends
paraphrasing sources rather than using too many direct quotes, “because paraphrasing
allows you to fit material to the context of your paper and writing style” (APA, 2019, p. 270).
A direct quote is best employed when the original author has stated a point particular
memorably, concisely, or effectively, or when the original author is providing a technical
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Cite the
specific page
number of
direct
quotes.
Narrative
citation style
Parenthetical
citation style
2 Styles of In-
text Citations:
Narrative &
Parenthetical:
Level 4
heading
Level 1
heading
Para-
phrase
About page numbers:
Use for direct quotes
Use for paraphrases of information on a specific page
o Otherwise, optional for paraphrases
No
page #
(see
box
below)
6
definition or explanation of a term. Under other circumstances, a paraphrase is usually more
efficient than a direct quotation. Both paraphrased ideas as well as quotations need to be cited,
though; only common knowledge does not require a citation. A good general rule of thumb
might be: “when in doubt, cite it, and if you don’t have a citation, double-check” (S. Chase,
personal communication, August 12, 2017).
Writers using APA style should be careful to format their citations appropriately. Most
in-text citations follow the format of author and year in parentheses, providing page numbers
(or paragraph numbers) for every direct quotation. For paraphrases/summaries in your own
words, include a page number when information is from a specific page of a source; otherwise
a page number is optional, but may be helpful. The formatting of references in the references
list, however, is more complicated, and writers should check their work to ensure that they
have used the appropriate format for each citation, depending on the type of source.
Figures and Tables
As shown in Table 1, the seventh edition of APA has made some changes to the
formatting of figures and tables. For example, figures now use the same title format as tables
(see Figure 1).
Final Recommendations
APA style is an effective way of formatting and presenting complex material. APA can be
time-consuming to learn; visit us in the AUSB Writing Center for help with any of your APA
questions.
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Use table and figure numbers to refer the reader to tables
and figures. Do not write “see the table above/below”.
7
References
American Psychological Association. (2019). Publication manual of the American Psychological
Association (7th ed.).
Goodwin, J. (2012a). Made up examples of bad academic writing. Academic Writing, 343(1),
1006–1010. http://doi.org/11.1136/acadbad.12345
Goodwin, J. (2012b). Good reading is hard writing: Another made-up journal article about
academic writing. Reading & Writing, 25(3), 143–152.
http://doi.org/10.1234/readwrite.123456789
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and
realities in writing instruction. School Psychology Review, 26(6), 414–424.
Paiz, J. M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, G., Franks, M., Paul, R.,
Keech, E., Ruiz, G., Allison, A., Caterelli, B., Zhou, M., Soong, R., Nguyen, Y., Bedo, O.,
Sanders, B., Howard, C., Denny, H., … Keck, R. (2013). Online writing: The challenges of
learning APA. Journal of Psychotherapy. http://doi.org/10.4567/apa-style.67810
Xyers, K., Young, G., Zucherman, F., and Anne, A. (2019). Example with multiple authors. In G. Y.
Iwamasa & P. A. Hays (Eds.), Big Book of Examples (2nd ed., pp. 287–314). CRC Press.
Xyers, K., Young, G., Zucherman, F., and Roberts, B. (2019, June 1). Example citation for multiple
authors. BBC News. http://www.bbcnews.com/example-for-multiple-authors.html
New in APA 7:
No place of publication for books Leave hyperlinks
Do not use “retrieved from” or a retrieval date unless the website content updates often by
design (e.g., social media)
Level 1 heading
When publisher & author are the same, omit that info.
Include DOI as
hyperlinked URL
Capitalize only
the first word
of a journal
article and
subtitle.
Include
up to 20
authors
References should be in
alphabetical order and
double spaced.
Exception: Do not include personal
communication on your References
page, e.g., emails or interviews, since
they are not recoverable. Instead,
cite them in-text. (See p. 6.)
The References provides the information necessary for a reader to
locate and retrieve any source you cite.
Every source you cite must appear on your References page.
References page only includes sources cited in the body of your paper.
Same author,
same year:
use a & b
Use a
hanging
indent
[http://doi.org/11.1136/acadbad.12345](http://doi.org/11.1136/acadbad.12345)
[http://doi.org/10.1234/readwrite.123456789](http://doi.org/10.1234/readwrite.123456789)
[http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url](http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url)
[http://www.bbcnews.com/example-for-multiple-authors.html](http://www.bbcnews.com/example-for-multiple-authors.html)
8
Table 1
An Example of an APA Style Table
Table or Figure Change from 6th Edition
Table Mostly the same for simple tables, but avoid unnecessary
borders or shading in a table
Figure Now uses same title format as tables
Note. A table note may optionally be included under the table to clarify the contents of the
table for the readers of the manuscript.
Figure 1
Writing in APA Style
Note. A figure note may optionally be included under the figure to clarify the contents of the
figure for the readers of the manuscript.
Limited shading and borders now
preferred. (Do not use vertical
borders to separate data.)
Figure titles now parallel to table titles
(above the figure)
Figures and
tables are
left-aligned
Place each table on a separate page,
followed by each figure on a
separate page
**## NUR6400SignatureAssignment.docx**
**SCHOOL OF NURSING GRADUATE STUDIES**
**MASTER OF SCIENCE IN NURSING – FNP**
**NUR6400 Role Development in Family Practice: Clinical Integration**
**Signature Assignment**
Understanding the role technology plays in advanced primary care to vulnerable populations is vital to ensure proper and timely diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this assignment is to evaluate one global burden of disease OR risk factor in the family population (pediatric, adult, or geriatric) and explore one current evidence-based technology use that can offer improvement of outcomes and access to the population chosen.
This assignment will focus on the following course student learning outcomes (CSLO):
1. Generate knowledge from clinical practice to improve practice and patient outcomes (EOPSLO# 4, 9).
2. Leads practice inquiry, individually or in partnership with others (EOPSLO# 2, 3, 4, 7).
3. Translates research and other forms of knowledge to improve practice processes and outcomes (EOPSLO# 9).
4. Evaluate the relationships among access, cost, quality, and safety and their influence on healthcare (EOPSLO# 3, 6, 9).
5. Collaborates in planning for transitions across the continuum of care (EOPSLO# 2, 7).
6. Integrates ethical principles in decision-making (EOPSLO# 6, 9).
7. Integrates appropriate technologies for knowledge management to improve healthcare (EOPSLO# 5).
8. Evaluate the effectiveness of the plan of care for the family, as well as the individual, and implement changes (EOPSLO# 8).
Instructions: Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the population is chosen, find one evidence-based technology to help support the improvement of outcomes in the global burden of disease chosen.
**You are to write a three-to-five-page paper in APA format 7th edition with the following sections and level 2 headings:**
**Introduction:**
Brief overview of the health of the population chosen
-Introduce the global burden of disease OR risk factor chosen
-Importance of improving the condition and its impact on quality of life
**Body of the Paper**
**Global Burden of Disease Condition/Risk Factor**
-Describe the disease OR risk factor chosen
-What signs/symptoms are identified in the patient that can be found?
-How is it diagnosed and treated?
**Technology and Healthcare**
-Describe the paradigm shift in healthcare related to technology
-Elaborate how technology can improve health outcomes in your population
**Chosen Evidence-Based Technology Use in Disease or Risk Factor**
-Describe and summarize the evidence-based technology identified that has been shown to improve the condition or Risk Factor for your patient population chosen.
-Compare and contrast the positives and negatives of using this technology use chosen.
**Conclusion**
-Recap points discussed in the paper
-Importance of advancements in technology
Optional Resources:
https://www.thelancet.com/gbd/summaries
https://www.healthdata.org/research-analysis/library/what-global-burden-disease-gbd
## image1.jpeg
**## APA-7-Writing-in-APA-7th-Ed-Example-Paper1.pdf**
1
Writing in APA Style 7th Edition Example Paper
Student Name
Antioch University Santa Barbara
Course Name
Instructor Name
January 8, 2020
Title in bold, Capitalize All
of the Major Words; no
word limit.
Student Name, Institution,
Course Name & Number,
Instructor, and Due Date,
all on separate lines
Change from APA 6: No Running head
Every page has a page number in the header
Student Paper Example
Based on the Seventh Ed. of the
Publication Manual of the American
Psychological Association
Use same font size
for everything in the
entire document
APA 7 no longer requires
12-pt. Times New Roman.
Permitted fonts:
12-pt. Times New
Roman
11-pt. Georgia
11-pt. Calibri
11-pt. Arial
10-pt. Lucida Sans
Unicode
One blank double-spaced
line under title.
Entire document should be
double-spaced.
2
Abstract
This paper describes some basic parts of writing in APA style 7th Edition. These components
include seven major areas: the title page, abstract, formatting concerns for student writing, use
of language, in-text citations, the references page, and titles and figures. This paper also
provides examples of specific changes that are required by APA style 7th Edition.
Keywords: APA style, citations, frustration
Level 1 heading
(see box below)
An abstract is a brief
comprehensive summary of the
contents of the paper, typically
no more than 250 words.
Abstracts are not usually
required for student papers.
Check with your instructor to
see if an abstract and/or
keywords are required for your
paper.
If you’re not required to
include an abstract, begin the
main text on this page.
Keywords are words, phrases,
or acronyms that describe the
most important aspects of your
paper. They are used for
indexing in databases and help
readers find your work during a
search.
If required for your paper,
provide 3–5 keywords.
Keywords can be listed in any
order.
Indent ½ inch.
No period
Page number
1 inch margin
Headings: Use headings in your paper to distinguish between
main sections and sub-sections.
Format for the Five Levels of Headings in APA Style
Level Format
1 Centered, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
2 Left Align, Bold, Capitalize Major Words
Text begins as a new indented paragraph.
3 Left Align, Bold Italic, Capitalize Major Words
Text begins as a new indented paragraph.
4 Indented, Bold, Capitalize Major Words. After a
period, text begins on the same line and continues.
5 Indented, Bold Italic, Capitalize Major Words. After
a period, text begins on the same line and continues.
Main sections (divisions)
of the body of your
paper
Sub-sections
3
Writing in APA Style 7th Edition Example Paper
Writing in the style of the American Psychological Association (APA) is a regular practice
for students of higher degree programs in psychology and many programs in science. The new
edition of the manual has made several changes, such as endorsing the use of the singular they,
as exemplified in the next sentence. Each student writer who applies the new APA student
writing standards may encounter different challenges, however, they may use the resources
provided by the AUSB Writing Center for support in learning the relevant new rules.
According to the seventh edition of the Publication Manual of the American
Psychological Association (2019), the style’s broad applicability “helps authors present their
ideas in a clear, concise, and organized manner” that “uniformity and consistency enables
readers to (a) focus on the ideas being presented rather than formatting and (b) scan works
quickly for key points” (p. xvii). Since this paper is mostly written in the seventh edition of APA
style, attentive readers will note that it has many examples of changes from the sixth edition.
Most of the rules demonstrated here are those a student will need to have some acquaintance
with in order to write easily according to the student writing guidelines, which are distinct from
APA’s new journal article reporting standards (Paiz et al., 2013).
The Structure of a Paper in APA Style
The APA style guidelines are designed for primary research papers that usually contain
the following sections: (a) introduction, (b) method, (c) results, (d) discussion, and (e)
references. However, the actual headings may vary depending on the type of paper one is
writing (American Psychological Association, 2019). For example, papers that do not describe
primary research or original experimental data may omit the method, results, and discussion
Level 1 heading
(see p. 2)
Use singular
“they”
New in APA 7:
Use “et al.” for three
or more authors
Title is bolded and
centered, Capitalize
All of the Major Words
Level 1 heading
(a main section)
One
space
after a
period
1 inch
margins on
all sides
Repeat title from Title page
4
sections (Xyers, Young, Zucherman, & Anne, 2019, p. 291). Some sections may be broken into
subsections, in which case the authors must use the appropriate headings and subheadings
(Xyers, Young, Zucherman, & Roberts, 2019, para. 4).
Organizing the Main Body
Most APA style papers written by students are not experimental; the organization of
headings and subheadings within the main body of the paper is therefore particularly
important. In certain cases, the author might use additional major sections, such as a literature
review, to introduce their own material.
Organizing the Main Body When There are Additional Content Concerns
In some common graduate assignments, students are instructed to compare therapeutic
models, provide possible interventions given specific presenting problems, or engage in case
study analyses. These papers may have particular sections (such as presenting problem, or
socio-cultural considerations of a given model).
Language Concerns in the Body of the Paper. Sometimes, writers who are just
becoming comfortable with APA style, or with academic writing in general, will mimic academic
language in ways subtly less clear than writers who use academic register fluently. For example,
one might write the following sentence, which sounds academic to the mental ear, but in which
almost everything is done poorly:
during the preparatory process of elucidating the critical and fundamental elements of
this theory for analysis, it would be observed that certain subjective elements of the
theory would be excessively situational to the point of being non-applicable outside of
the theorists’ particular circumstances. (Goodwin, 2012a)
Exception to “et al.” rule for 3 or more authors:
Include as many authors as needed to distinguish
between sources with the same first author(s).
Level 2
heading
(a sub-
section)
Level 3 heading (a
sub-section of the
Level 2 sub-section)
Level 4
heading
(see
p. 2)
If a quotation
is 40 words
or more, use
a block quote
format: new
line, indent ½
inch, double
space, no
quotation
marks.
Short
papers
usually
only
need
Level 1
and 2
headings
For block quotes,
period comes
before citation.
5
We observe that such a sentence serves little use beyond parody. The same sentiment can be
expressed in appropriate academic register in the following fashion: this theory is based on
subjective components and thus is not widely applicable (Goodwin, 2012b).
Language Concerns as Issues of Unstated Academic Expectation. Writers for whom the
distinction between the two earlier examples is unintuitive should not be dismayed. Graham
and Harris (1997) have shown that an academic style of writing is slowly learned, and is not
often intuitive. Often, the rules of academic English, and American academic English in
particular, are presented as assumptions rather than with explicit guidance (Graham & Harris,
1997). A student may look at their peers and see no one else asking questions about unclear
elements of an assignment, or unclear expectations, and try to muddle through on their own
rather than raising the issue. However, most academic expectations need to be explicitly taught
at some point, so students should not feel bad asking for clarification. Often, if one writer has a
question about the expectations, many others do also (S. Harter, personal communication,
September 30, 2018).
In-Text Citations and References
The American Psychological Association (APA) encourages authors to cite any works
that have impacted their own (APA, 2019). In general, the style guide recommends
paraphrasing sources rather than using too many direct quotes, “because paraphrasing
allows you to fit material to the context of your paper and writing style” (APA, 2019, p. 270).
A direct quote is best employed when the original author has stated a point particular
memorably, concisely, or effectively, or when the original author is providing a technical
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Cite the
specific page
number of
direct
quotes.
Narrative
citation style
Parenthetical
citation style
2 Styles of In-
text Citations:
Narrative &
Parenthetical:
Level 4
heading
Level 1
heading
Para-
phrase
About page numbers:
Use for direct quotes
Use for paraphrases of information on a specific page
o Otherwise, optional for paraphrases
No
page #
(see
box
below)
6
definition or explanation of a term. Under other circumstances, a paraphrase is usually more
efficient than a direct quotation. Both paraphrased ideas as well as quotations need to be cited,
though; only common knowledge does not require a citation. A good general rule of thumb
might be: “when in doubt, cite it, and if you don’t have a citation, double-check” (S. Chase,
personal communication, August 12, 2017).
Writers using APA style should be careful to format their citations appropriately. Most
in-text citations follow the format of author and year in parentheses, providing page numbers
(or paragraph numbers) for every direct quotation. For paraphrases/summaries in your own
words, include a page number when information is from a specific page of a source; otherwise
a page number is optional, but may be helpful. The formatting of references in the references
list, however, is more complicated, and writers should check their work to ensure that they
have used the appropriate format for each citation, depending on the type of source.
Figures and Tables
As shown in Table 1, the seventh edition of APA has made some changes to the
formatting of figures and tables. For example, figures now use the same title format as tables
(see Figure 1).
Final Recommendations
APA style is an effective way of formatting and presenting complex material. APA can be
time-consuming to learn; visit us in the AUSB Writing Center for help with any of your APA
questions.
Personal communication formatting example. Cite
in text but not on References page. (see p. 7)
Use table and figure numbers to refer the reader to tables
and figures. Do not write “see the table above/below”.
7
References
American Psychological Association. (2019). Publication manual of the American Psychological
Association (7th ed.).
Goodwin, J. (2012a). Made up examples of bad academic writing. Academic Writing, 343(1),
1006–1010. http://doi.org/11.1136/acadbad.12345
Goodwin, J. (2012b). Good reading is hard writing: Another made-up journal article about
academic writing. Reading & Writing, 25(3), 143–152.
http://doi.org/10.1234/readwrite.123456789
Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and
realities in writing instruction. School Psychology Review, 26(6), 414–424.
Paiz, J. M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, G., Franks, M., Paul, R.,
Keech, E., Ruiz, G., Allison, A., Caterelli, B., Zhou, M., Soong, R., Nguyen, Y., Bedo, O.,
Sanders, B., Howard, C., Denny, H., … Keck, R. (2013). Online writing: The challenges of
learning APA. Journal of Psychotherapy. http://doi.org/10.4567/apa-style.67810
Xyers, K., Young, G., Zucherman, F., and Anne, A. (2019). Example with multiple authors. In G. Y.
Iwamasa & P. A. Hays (Eds.), Big Book of Examples (2nd ed., pp. 287–314). CRC Press.
Xyers, K., Young, G., Zucherman, F., and Roberts, B. (2019, June 1). Example citation for multiple
authors. BBC News. http://www.bbcnews.com/example-for-multiple-authors.html
New in APA 7:
No place of publication for books Leave hyperlinks
Do not use “retrieved from” or a retrieval date unless the website content updates often by
design (e.g., social media)
Level 1 heading
When publisher & author are the same, omit that info.
Include DOI as
hyperlinked URL
Capitalize only
the first word
of a journal
article and
subtitle.
Include
up to 20
authors
References should be in
alphabetical order and
double spaced.
Exception: Do not include personal
communication on your References
page, e.g., emails or interviews, since
they are not recoverable. Instead,
cite them in-text. (See p. 6.)
The References provides the information necessary for a reader to
locate and retrieve any source you cite.
Every source you cite must appear on your References page.
References page only includes sources cited in the body of your paper.
Same author,
same year:
use a & b
Use a
hanging
indent
[http://doi.org/11.1136/acadbad.12345](http://doi.org/11.1136/acadbad.12345)
[http://doi.org/10.1234/readwrite.123456789](http://doi.org/10.1234/readwrite.123456789)
[http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url](http://doi.org/10.4567/apa-style.67810www.huffingtonpost.com/fake-url)
[http://www.bbcnews.com/example-for-multiple-authors.html](http://www.bbcnews.com/example-for-multiple-authors.html)
8
Table 1
An Example of an APA Style Table
Table or Figure Change from 6th Edition
Table Mostly the same for simple tables, but avoid unnecessary
borders or shading in a table
Figure Now uses same title format as tables
Note. A table note may optionally be included under the table to clarify the contents of the
table for the readers of the manuscript.
Figure 1
Writing in APA Style
Note. A figure note may optionally be included under the figure to clarify the contents of the
figure for the readers of the manuscript.
Limited shading and borders now
preferred. (Do not use vertical
borders to separate data.)
Figure titles now parallel to table titles
(above the figure)
Figures and
tables are
left-aligned
Place each table on a separate page,
followed by each figure on a
separate page
– 1
– 2
**Instructions:** You are hired to conduct a vulnerability, threat, and security assessment on a web application and submit your clear recommendation for corrective actions based on your assessment. ***This is based off a part of the Lab for the Week*** 1. Pick a site that hosts a social networkin…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**Instructions:**
You are hired to conduct a vulnerability, threat, and security assessment on a web application and submit your clear recommendation for corrective actions based on your assessment. ***This is based off a part of the Lab for the Week***
1. Pick a site that hosts a social networking functionality other than Facebook. **Do not choose Facebook.**
2. State the site name, homepage link, and a short description of the site.
3. Create a clear description of the ideal visitor to this site by considering the details of these demographic elements:
– Age range
– relationship status
– geographical location
– employment status
– type of employment
– income range
– hobbies
– shopping habits
– surfing habits
– Gender
4. Present a short introduction of the site you chose
5. Present a list of potential threats and vulnerabilities you foresee for the site
– What are some apparent vulnerabilities?
– What threats are possible on this site?
– What attacks are possible?
– What would be exposed in case there were to be an attack?
6. Write an 3-4-page paper introducing the site, and your findings from the above exercise.
**Submission Instructions:** Be sure your paper ALL of the above requirements, and the following formatting requirements:
– 3-4 pages (double-spaced), excluding the title page, the abstract page (if included), and the references pages.
– Use APA Style formatting in Arial 11 or 12-point font or Times New Roman styles.
– Your paper must be in your own words, representing original work. Paraphrases of others’ work must include attributions to the authors. Limit quotations to an average of no more than 15% of the paper, and use quotations sparingly!
See attachments for instructions – ## Instructions.Assessment1.docx – ## cf_Exemplar_NURS-FPX4030_Assessment1.pdf **## Instructions.Assessment1.docx** Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locat…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →See attachments for instructions
– ## Instructions.Assessment1.docx
– ## cf_Exemplar_NURS-FPX4030_Assessment1.pdf
**## Instructions.Assessment1.docx**
Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.
To select the diagnosis for the patient in this scenario, review the three diagnoses presented in the Assessment 01 Supplement: Locating Credible Databases and Research [PDF] Download Assessment 01 Supplement: Locating Credible Databases and Research [PDF]resource and select one. You will use this same diagnosis to complete the next two assessments.
Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.
**Diagnosis: Deep Vein Thrombosis (DVT): A blood clot that forms in a deep vein, usually in the**
**legs.**
**o Interventions: Anticoagulant therapy, compression stockings, leg elevation, and**
**patient education on mobility.**
**o Keywords: Venous thromboembolism, pulmonary embolism, clotting factors,**
**INR monitoring, heparin**
For this assessment:
Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
**See attached for example**
**DO NOT USE AI**
**REFERENCES LESS THAN 5 YEARS OLD**
**## cf_Exemplar_NURS-FPX4030_Assessment1.pdf**
1
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Learner’s Name
Capella University
NURS-FPX4030: Making Evidence-Based
Decisions Instructor Name
August, 2020
2
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Evidence-based practice (EBP) is the use of the best evidence available for problem-
solving and decision-making in patient care. Pain is considered to be one of the most adverse
outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and
acute neurohormonal changes. Pain management in postsurgical patients requires high-quality
care. Evidence suggests that a lack of encouragement or support of EBP research for
postoperative pain management lowers nurses’ confidence in functioning efficiently
(Mędrzycka-Dąbrowska et al., 2018).
In this assessment, the scenario considered is that of a newly trained nurse assigned to a
patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is
not confident about implementing evidence-based practice in the context of the patient’s
diagnosis. The focus of this assessment is to identify communication strategies that a head or
senior nurse can use to encourage newly trained nurses to effectively research their patients’
diagnoses. Recommendations on how to evaluate credible sources during the research process
and the criteria to be considered when selecting the best sources will be identified. Finally, a list
of recommended sources will be provided along with the rationale behind choosing them.
Communication Strategies to Encourage Diagnosis-Based Research
Learning while on the job through structured mentoring gives new nurses a clearer idea
of how to approach a problem. Competent mentors help new nurses build confidence and enable
an atmosphere that promotes communication within a practice. Mentors display personal
characteristics such as empathy, respectfulness, and patience. They practice active listening by
conducting unscheduled discussions frequently with new nurses to address queries. They
3
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
also provide constructive feedback to support the learning process (Mikkonen et al., 2020).
Online training or video-based modules have also added value to the learning process.
Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors
communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016).
The Best Places to Complete the Research
Credible sources can be identified using the CRAAP test, which stands for the five
criteria for evaluating an online source, namely currency, relevance, authority, accuracy, and
purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to
identify credible online sources. However, nurses must ensure that they look for resources in the
right places. Practicing nurses have had the best EBP-oriented research experiences in health
care settings and clinical trials (Galassi et al., 2014). Additionally, it is recommended that nurses
use the hospital or university library, hospital policy manuals, and hospital guidelines to
complete their research.
Identification of Five Sources for Evidence of Clinical Diagnosis
Based on the factors indicated in the CRAAP model, five credible online sources have
been identified. The sources are as follows: the Cumulative Index to Nursing and Allied Health
Literature database run by EBSCO publishing, the PubMed website
(https://pubmed.ncbi.nlm.nih.gov/) published by the National Library of Medicine, the Journal
of Pain by the American Pain Society, the Journal of Pain and Relief, and the Columbian
Journal of Anesthesiology by Wolters Kluwer. These sources provide validated information for
research on postoperative pain management. Based on the CRAAP model, these five sources
have been ranked in the order of their usefulness.
Explanation of Why the Sources Provide the Best Evidence
[https://pubmed.ncbi.nlm.nih.gov/](https://pubmed.ncbi.nlm.nih.gov/)
4
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
These sources have been selected because they provide access to vetted, full-text articles
from the most sought-after medical journals and peer-reviewed articles by practicing nurses,
medical professionals, or research scholars in the field of medical science. These journals
and websites provide information on EBP-oriented research on postoperative pain management,
which is backed by scientifically collected data. These sources are regularly updated with the
latest findings. Credible articles in these journals are easy to find and most of them are available
free of cost.
Conclusion
Competent mentoring by using appropriate communication strategies can help nurses
adopt EBP-oriented research in their practice. Support from mentors helps new nurses research
effectively when they encounter new patient diagnoses. For effective research, nurses can
evaluate the credibility of the online sources using the CRAAP model.
5
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
References
Central Michigan University. (2020). Website research: CRAAP test.
https://libguides.cmich.edu/web_research/craap
Dadich, A., & Hosseinzadeh, H. (2016). Communication channels to promote evidence-based
practice: A survey of primary care clinicians to determine perceived effects. Health Research
Policy and Systems, 14. https://doi.org/10.1186/s12961-016-0134-z
Galassi, A. L., Grady, M. A., O’Mara, A. M., Ness, E. A., Parreco, L. K., Belcher, A. E., &
Hastings, C. E. (2014). Clinical research education: Perspectives of nurses, employers, and
educators. Journal of Nursing Education, 53(8), 466–472. https://doi.org/10.3928/01484834-
20140724-04
Mędrzycka-Dąbrowska, W., Dąbrowski, S., Gutysz-Wojnicka, A., Basiński, A., & Kwiecień-Jaguś,
K. (2018). Nurses’ knowledge and barriers regarding pain management. Journal of
PeriAnesthesia Nursing, 33(5), P715–726. https://doi.org/10.1016/j.jopan.2017.03.005
Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., Juskauskiene, E.,
Vizcaya-Moreno, F., Pérez-Cañaveras, R. M., De Raeve, P, & Kääriäinen, M. (2020).
Development and testing of an evidence-based model of mentoring nursing students in clinical
practice. Nurse Education Today, 85. http://doi.org/10.1016/j.nedt.2019.104272
[https://libguides.cmich.edu/web_research/craap](https://libguides.cmich.edu/web_research/craap)
[https://doi.org/10.1186/s12961-016-0134-z](https://doi.org/10.1186/s12961-016-0134-z)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.1016/j.jopan.2017.03.005](https://doi.org/10.1016/j.jopan.2017.03.005)
[http://doi.org/10.1016/j.nedt.2019.104272](http://doi.org/10.1016/j.nedt.2019.104272)
**## cf_Exemplar_NURS-FPX4030_Assessment1.pdf**
1
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Learner’s Name
Capella University
NURS-FPX4030: Making Evidence-Based
Decisions Instructor Name
August, 2020
2
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Evidence-based practice (EBP) is the use of the best evidence available for problem-
solving and decision-making in patient care. Pain is considered to be one of the most adverse
outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and
acute neurohormonal changes. Pain management in postsurgical patients requires high-quality
care. Evidence suggests that a lack of encouragement or support of EBP research for
postoperative pain management lowers nurses’ confidence in functioning efficiently
(Mędrzycka-Dąbrowska et al., 2018).
In this assessment, the scenario considered is that of a newly trained nurse assigned to a
patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is
not confident about implementing evidence-based practice in the context of the patient’s
diagnosis. The focus of this assessment is to identify communication strategies that a head or
senior nurse can use to encourage newly trained nurses to effectively research their patients’
diagnoses. Recommendations on how to evaluate credible sources during the research process
and the criteria to be considered when selecting the best sources will be identified. Finally, a list
of recommended sources will be provided along with the rationale behind choosing them.
Communication Strategies to Encourage Diagnosis-Based Research
Learning while on the job through structured mentoring gives new nurses a clearer idea
of how to approach a problem. Competent mentors help new nurses build confidence and enable
an atmosphere that promotes communication within a practice. Mentors display personal
characteristics such as empathy, respectfulness, and patience. They practice active listening by
conducting unscheduled discussions frequently with new nurses to address queries. They
3
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
also provide constructive feedback to support the learning process (Mikkonen et al., 2020).
Online training or video-based modules have also added value to the learning process.
Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors
communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016).
The Best Places to Complete the Research
Credible sources can be identified using the CRAAP test, which stands for the five
criteria for evaluating an online source, namely currency, relevance, authority, accuracy, and
purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to
identify credible online sources. However, nurses must ensure that they look for resources in the
right places. Practicing nurses have had the best EBP-oriented research experiences in health
care settings and clinical trials (Galassi et al., 2014). Additionally, it is recommended that nurses
use the hospital or university library, hospital policy manuals, and hospital guidelines to
complete their research.
Identification of Five Sources for Evidence of Clinical Diagnosis
Based on the factors indicated in the CRAAP model, five credible online sources have
been identified. The sources are as follows: the Cumulative Index to Nursing and Allied Health
Literature database run by EBSCO publishing, the PubMed website
(https://pubmed.ncbi.nlm.nih.gov/) published by the National Library of Medicine, the Journal
of Pain by the American Pain Society, the Journal of Pain and Relief, and the Columbian
Journal of Anesthesiology by Wolters Kluwer. These sources provide validated information for
research on postoperative pain management. Based on the CRAAP model, these five sources
have been ranked in the order of their usefulness.
Explanation of Why the Sources Provide the Best Evidence
[https://pubmed.ncbi.nlm.nih.gov/](https://pubmed.ncbi.nlm.nih.gov/)
4
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
These sources have been selected because they provide access to vetted, full-text articles
from the most sought-after medical journals and peer-reviewed articles by practicing nurses,
medical professionals, or research scholars in the field of medical science. These journals
and websites provide information on EBP-oriented research on postoperative pain management,
which is backed by scientifically collected data. These sources are regularly updated with the
latest findings. Credible articles in these journals are easy to find and most of them are available
free of cost.
Conclusion
Competent mentoring by using appropriate communication strategies can help nurses
adopt EBP-oriented research in their practice. Support from mentors helps new nurses research
effectively when they encounter new patient diagnoses. For effective research, nurses can
evaluate the credibility of the online sources using the CRAAP model.
5
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
References
Central Michigan University. (2020). Website research: CRAAP test.
https://libguides.cmich.edu/web_research/craap
Dadich, A., & Hosseinzadeh, H. (2016). Communication channels to promote evidence-based
practice: A survey of primary care clinicians to determine perceived effects. Health Research
Policy and Systems, 14. https://doi.org/10.1186/s12961-016-0134-z
Galassi, A. L., Grady, M. A., O’Mara, A. M., Ness, E. A., Parreco, L. K., Belcher, A. E., &
Hastings, C. E. (2014). Clinical research education: Perspectives of nurses, employers, and
educators. Journal of Nursing Education, 53(8), 466–472. https://doi.org/10.3928/01484834-
20140724-04
Mędrzycka-Dąbrowska, W., Dąbrowski, S., Gutysz-Wojnicka, A., Basiński, A., & Kwiecień-Jaguś,
K. (2018). Nurses’ knowledge and barriers regarding pain management. Journal of
PeriAnesthesia Nursing, 33(5), P715–726. https://doi.org/10.1016/j.jopan.2017.03.005
Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., Juskauskiene, E.,
Vizcaya-Moreno, F., Pérez-Cañaveras, R. M., De Raeve, P, & Kääriäinen, M. (2020).
Development and testing of an evidence-based model of mentoring nursing students in clinical
practice. Nurse Education Today, 85. http://doi.org/10.1016/j.nedt.2019.104272
[https://libguides.cmich.edu/web_research/craap](https://libguides.cmich.edu/web_research/craap)
[https://doi.org/10.1186/s12961-016-0134-z](https://doi.org/10.1186/s12961-016-0134-z)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.1016/j.jopan.2017.03.005](https://doi.org/10.1016/j.jopan.2017.03.005)
[http://doi.org/10.1016/j.nedt.2019.104272](http://doi.org/10.1016/j.nedt.2019.104272)
**## Instructions.Assessment1.docx**
Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.
To select the diagnosis for the patient in this scenario, review the three diagnoses presented in the Assessment 01 Supplement: Locating Credible Databases and Research [PDF] Download Assessment 01 Supplement: Locating Credible Databases and Research [PDF]resource and select one. You will use this same diagnosis to complete the next two assessments.
Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.
**Diagnosis: Deep Vein Thrombosis (DVT): A blood clot that forms in a deep vein, usually in the**
**legs.**
**o Interventions: Anticoagulant therapy, compression stockings, leg elevation, and**
**patient education on mobility.**
**o Keywords: Venous thromboembolism, pulmonary embolism, clotting factors,**
**INR monitoring, heparin**
For this assessment:
Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
**See attached for example**
**DO NOT USE AI**
**REFERENCES LESS THAN 5 YEARS OLD**
**## cf_Exemplar_NURS-FPX4030_Assessment1.pdf**
1
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Learner’s Name
Capella University
NURS-FPX4030: Making Evidence-Based
Decisions Instructor Name
August, 2020
2
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Evidence-based practice (EBP) is the use of the best evidence available for problem-
solving and decision-making in patient care. Pain is considered to be one of the most adverse
outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and
acute neurohormonal changes. Pain management in postsurgical patients requires high-quality
care. Evidence suggests that a lack of encouragement or support of EBP research for
postoperative pain management lowers nurses’ confidence in functioning efficiently
(Mędrzycka-Dąbrowska et al., 2018).
In this assessment, the scenario considered is that of a newly trained nurse assigned to a
patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is
not confident about implementing evidence-based practice in the context of the patient’s
diagnosis. The focus of this assessment is to identify communication strategies that a head or
senior nurse can use to encourage newly trained nurses to effectively research their patients’
diagnoses. Recommendations on how to evaluate credible sources during the research process
and the criteria to be considered when selecting the best sources will be identified. Finally, a list
of recommended sources will be provided along with the rationale behind choosing them.
Communication Strategies to Encourage Diagnosis-Based Research
Learning while on the job through structured mentoring gives new nurses a clearer idea
of how to approach a problem. Competent mentors help new nurses build confidence and enable
an atmosphere that promotes communication within a practice. Mentors display personal
characteristics such as empathy, respectfulness, and patience. They practice active listening by
conducting unscheduled discussions frequently with new nurses to address queries. They
3
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
also provide constructive feedback to support the learning process (Mikkonen et al., 2020).
Online training or video-based modules have also added value to the learning process.
Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors
communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016).
The Best Places to Complete the Research
Credible sources can be identified using the CRAAP test, which stands for the five
criteria for evaluating an online source, namely currency, relevance, authority, accuracy, and
purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to
identify credible online sources. However, nurses must ensure that they look for resources in the
right places. Practicing nurses have had the best EBP-oriented research experiences in health
care settings and clinical trials (Galassi et al., 2014). Additionally, it is recommended that nurses
use the hospital or university library, hospital policy manuals, and hospital guidelines to
complete their research.
Identification of Five Sources for Evidence of Clinical Diagnosis
Based on the factors indicated in the CRAAP model, five credible online sources have
been identified. The sources are as follows: the Cumulative Index to Nursing and Allied Health
Literature database run by EBSCO publishing, the PubMed website
(https://pubmed.ncbi.nlm.nih.gov/) published by the National Library of Medicine, the Journal
of Pain by the American Pain Society, the Journal of Pain and Relief, and the Columbian
Journal of Anesthesiology by Wolters Kluwer. These sources provide validated information for
research on postoperative pain management. Based on the CRAAP model, these five sources
have been ranked in the order of their usefulness.
Explanation of Why the Sources Provide the Best Evidence
[https://pubmed.ncbi.nlm.nih.gov/](https://pubmed.ncbi.nlm.nih.gov/)
4
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
These sources have been selected because they provide access to vetted, full-text articles
from the most sought-after medical journals and peer-reviewed articles by practicing nurses,
medical professionals, or research scholars in the field of medical science. These journals
and websites provide information on EBP-oriented research on postoperative pain management,
which is backed by scientifically collected data. These sources are regularly updated with the
latest findings. Credible articles in these journals are easy to find and most of them are available
free of cost.
Conclusion
Competent mentoring by using appropriate communication strategies can help nurses
adopt EBP-oriented research in their practice. Support from mentors helps new nurses research
effectively when they encounter new patient diagnoses. For effective research, nurses can
evaluate the credibility of the online sources using the CRAAP model.
5
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
References
Central Michigan University. (2020). Website research: CRAAP test.
https://libguides.cmich.edu/web_research/craap
Dadich, A., & Hosseinzadeh, H. (2016). Communication channels to promote evidence-based
practice: A survey of primary care clinicians to determine perceived effects. Health Research
Policy and Systems, 14. https://doi.org/10.1186/s12961-016-0134-z
Galassi, A. L., Grady, M. A., O’Mara, A. M., Ness, E. A., Parreco, L. K., Belcher, A. E., &
Hastings, C. E. (2014). Clinical research education: Perspectives of nurses, employers, and
educators. Journal of Nursing Education, 53(8), 466–472. https://doi.org/10.3928/01484834-
20140724-04
Mędrzycka-Dąbrowska, W., Dąbrowski, S., Gutysz-Wojnicka, A., Basiński, A., & Kwiecień-Jaguś,
K. (2018). Nurses’ knowledge and barriers regarding pain management. Journal of
PeriAnesthesia Nursing, 33(5), P715–726. https://doi.org/10.1016/j.jopan.2017.03.005
Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., Juskauskiene, E.,
Vizcaya-Moreno, F., Pérez-Cañaveras, R. M., De Raeve, P, & Kääriäinen, M. (2020).
Development and testing of an evidence-based model of mentoring nursing students in clinical
practice. Nurse Education Today, 85. http://doi.org/10.1016/j.nedt.2019.104272
[https://libguides.cmich.edu/web_research/craap](https://libguides.cmich.edu/web_research/craap)
[https://doi.org/10.1186/s12961-016-0134-z](https://doi.org/10.1186/s12961-016-0134-z)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.1016/j.jopan.2017.03.005](https://doi.org/10.1016/j.jopan.2017.03.005)
[http://doi.org/10.1016/j.nedt.2019.104272](http://doi.org/10.1016/j.nedt.2019.104272)
**## Instructions.Assessment1.docx**
Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.
To select the diagnosis for the patient in this scenario, review the three diagnoses presented in the Assessment 01 Supplement: Locating Credible Databases and Research [PDF] Download Assessment 01 Supplement: Locating Credible Databases and Research [PDF]resource and select one. You will use this same diagnosis to complete the next two assessments.
Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You are not actually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.
**Diagnosis: Deep Vein Thrombosis (DVT): A blood clot that forms in a deep vein, usually in the**
**legs.**
**o Interventions: Anticoagulant therapy, compression stockings, leg elevation, and**
**patient education on mobility.**
**o Keywords: Venous thromboembolism, pulmonary embolism, clotting factors,**
**INR monitoring, heparin**
For this assessment:
Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.
Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.
Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.
Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.
Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.
Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.
Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:
**See attached for example**
**DO NOT USE AI**
**REFERENCES LESS THAN 5 YEARS OLD**
**## cf_Exemplar_NURS-FPX4030_Assessment1.pdf**
1
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Learner’s Name
Capella University
NURS-FPX4030: Making Evidence-Based
Decisions Instructor Name
August, 2020
2
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
Locating Credible Databases and Research
Evidence-based practice (EBP) is the use of the best evidence available for problem-
solving and decision-making in patient care. Pain is considered to be one of the most adverse
outcomes of a surgery. If not treated effectively, pain can lead to sleep deprivation, anxiety, and
acute neurohormonal changes. Pain management in postsurgical patients requires high-quality
care. Evidence suggests that a lack of encouragement or support of EBP research for
postoperative pain management lowers nurses’ confidence in functioning efficiently
(Mędrzycka-Dąbrowska et al., 2018).
In this assessment, the scenario considered is that of a newly trained nurse assigned to a
patient suffering from prolonged postoperative pain. It is the nurse’s first assignment, and she is
not confident about implementing evidence-based practice in the context of the patient’s
diagnosis. The focus of this assessment is to identify communication strategies that a head or
senior nurse can use to encourage newly trained nurses to effectively research their patients’
diagnoses. Recommendations on how to evaluate credible sources during the research process
and the criteria to be considered when selecting the best sources will be identified. Finally, a list
of recommended sources will be provided along with the rationale behind choosing them.
Communication Strategies to Encourage Diagnosis-Based Research
Learning while on the job through structured mentoring gives new nurses a clearer idea
of how to approach a problem. Competent mentors help new nurses build confidence and enable
an atmosphere that promotes communication within a practice. Mentors display personal
characteristics such as empathy, respectfulness, and patience. They practice active listening by
conducting unscheduled discussions frequently with new nurses to address queries. They
3
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
also provide constructive feedback to support the learning process (Mikkonen et al., 2020).
Online training or video-based modules have also added value to the learning process.
Interacting through visual aids such as the Practice Nurse Postcard tool can help mentors
communicate necessary information to new nurses (Dadich & Hosseinzadeh, 2016).
The Best Places to Complete the Research
Credible sources can be identified using the CRAAP test, which stands for the five
criteria for evaluating an online source, namely currency, relevance, authority, accuracy, and
purpose (Central Michigan University, 2020). The CRAAP test provides a handy checklist to
identify credible online sources. However, nurses must ensure that they look for resources in the
right places. Practicing nurses have had the best EBP-oriented research experiences in health
care settings and clinical trials (Galassi et al., 2014). Additionally, it is recommended that nurses
use the hospital or university library, hospital policy manuals, and hospital guidelines to
complete their research.
Identification of Five Sources for Evidence of Clinical Diagnosis
Based on the factors indicated in the CRAAP model, five credible online sources have
been identified. The sources are as follows: the Cumulative Index to Nursing and Allied Health
Literature database run by EBSCO publishing, the PubMed website
(https://pubmed.ncbi.nlm.nih.gov/) published by the National Library of Medicine, the Journal
of Pain by the American Pain Society, the Journal of Pain and Relief, and the Columbian
Journal of Anesthesiology by Wolters Kluwer. These sources provide validated information for
research on postoperative pain management. Based on the CRAAP model, these five sources
have been ranked in the order of their usefulness.
Explanation of Why the Sources Provide the Best Evidence
[https://pubmed.ncbi.nlm.nih.gov/](https://pubmed.ncbi.nlm.nih.gov/)
4
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
These sources have been selected because they provide access to vetted, full-text articles
from the most sought-after medical journals and peer-reviewed articles by practicing nurses,
medical professionals, or research scholars in the field of medical science. These journals
and websites provide information on EBP-oriented research on postoperative pain management,
which is backed by scientifically collected data. These sources are regularly updated with the
latest findings. Credible articles in these journals are easy to find and most of them are available
free of cost.
Conclusion
Competent mentoring by using appropriate communication strategies can help nurses
adopt EBP-oriented research in their practice. Support from mentors helps new nurses research
effectively when they encounter new patient diagnoses. For effective research, nurses can
evaluate the credibility of the online sources using the CRAAP model.
5
Copyright ©2020 Capella University. Copy and distribution of this document are prohibited.
References
Central Michigan University. (2020). Website research: CRAAP test.
https://libguides.cmich.edu/web_research/craap
Dadich, A., & Hosseinzadeh, H. (2016). Communication channels to promote evidence-based
practice: A survey of primary care clinicians to determine perceived effects. Health Research
Policy and Systems, 14. https://doi.org/10.1186/s12961-016-0134-z
Galassi, A. L., Grady, M. A., O’Mara, A. M., Ness, E. A., Parreco, L. K., Belcher, A. E., &
Hastings, C. E. (2014). Clinical research education: Perspectives of nurses, employers, and
educators. Journal of Nursing Education, 53(8), 466–472. https://doi.org/10.3928/01484834-
20140724-04
Mędrzycka-Dąbrowska, W., Dąbrowski, S., Gutysz-Wojnicka, A., Basiński, A., & Kwiecień-Jaguś,
K. (2018). Nurses’ knowledge and barriers regarding pain management. Journal of
PeriAnesthesia Nursing, 33(5), P715–726. https://doi.org/10.1016/j.jopan.2017.03.005
Mikkonen, K., Tomietto, M., Cicolini, G., Kaucic, B. M., Filej, B., Riklikiene, O., Juskauskiene, E.,
Vizcaya-Moreno, F., Pérez-Cañaveras, R. M., De Raeve, P, & Kääriäinen, M. (2020).
Development and testing of an evidence-based model of mentoring nursing students in clinical
practice. Nurse Education Today, 85. http://doi.org/10.1016/j.nedt.2019.104272
[https://libguides.cmich.edu/web_research/craap](https://libguides.cmich.edu/web_research/craap)
[https://doi.org/10.1186/s12961-016-0134-z](https://doi.org/10.1186/s12961-016-0134-z)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.3928/01484834-20140724-04](https://doi.org/10.3928/01484834-20140724-04)
[https://doi.org/10.1016/j.jopan.2017.03.005](https://doi.org/10.1016/j.jopan.2017.03.005)
[http://doi.org/10.1016/j.nedt.2019.104272](http://doi.org/10.1016/j.nedt.2019.104272)
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