Interactive Learning and Communication

DQ1

According to Purdue Owl APA Style Workshop, papers written for publication in a journal are supposed to include a running head. The running head is supposed to have 50 characters or lower and the title should be abbreviated to focus on the topic of the paper. If the author is not available, sources should be cited by their title or the first words used within the parentheses. The titles of the book should be italicized, as well as the title of the articles. The Purdue Owl APA Style Workshop provides details about in-text citations and how to develop a reference page at the end of the paper. Details about referencing different types of sources such as journal articles, books, other print sources, electronic sources, and audiovisual sources. Similarly, the GCU student success center provides information about how to write an APA paper, including the title page, APA citation, how to make a reference list, and how to format an APA paper. GCU Student Success Center provides videos that guide students on how to properly write and cite APA papers. Students would find the Purdue Owl APA Style Workshop, more effective. This is because the Purdue Owl APA Style Workshop provides written content that is easier to use and refer to, when compared to the videos provided in the GCU Student Success Center. Interactive Learning and Communication

ORDER A PLAGIARISM -FREE PAPER NOW

DQ2

The basic elements of most literature reviews include the objectives, introduction, methods, body, conclusion, and bibliography. The objectives describe the purpose of the paper and the objectives of the literature review while the introduction provides an overview of the research topic and the reasons for selecting the research topic (Snyder, 2019). The methods section provides the procedure used to evaluate the evidence, while the body/discussion contains the synthesis of the evidence. The body also compares and contrasts the themes in literature and also identifies research gaps. This body section also discusses the issues identified during the review and provides recommendations for future research to build on the current findings. The conclusion provides a summary of the analysis and evaluates how the reviewed evidence related to the primary discipline, profession, research, and education (Schirmer, 2018). The bibliography refers to the list of studies/references used during the synthesis of evidence.

All the elements of the literature review are relevant to the RN-BSN Capstone experience. This is because the literature review will be used to provide historical background and the available evidence about the capstone project. The purpose of the literature review in the RN-BSN Capstone experience is to identify the available evidence regarding the research topic, evaluate the evidence, and identify elements of the topic that require further research. Interactive Learning and Communication

DQ3: Instructional Guide

Training Content

The training will cover writing Individual Success Plan (ISP), a personal reflective journal, developing PICOT questions for Graduate Capstone Projects, and writing a PICOT statement. The training will also cover the APA writing style and how to write a literature review.

Training Objectives

To provide students with skills and knowledge on how to write a capstone project report, develop a PICOT question for research projects, and how to develop ISP.

Instructional Strategy

Virtual lectures and online discussion forums will be used as teaching strategies. Lectures will be conducted online where the instructor will provide theoretical information about the content of the training. The lectures will be conducted between 9.00 am to 10.00 am, and the lecturer will be recorded. On the other hand, online discussion forums will be used where students under the guidance of the instructor will discuss various assigned course topics. The online discussion forums will also provide an interactive platform amongst learners and with the instructor (Onyema et al., 2019).

Assessment Strategy

Learners will be assessed using short-exam questions and essay questions. Both the assessment strategies will cover the taught course content. However, while the sort-exam questions will be provided at the end of each training session, the essay questions will be used to assess the students’ knowledge at the end of the training (Farooqui et al., 2018). Both short-exam questions and essay questions will assess if learners gained the target knowledge and if the training goals were achieved.

DQ4

The training focused on APA writing style, developing a literature review, and how to create an instructional guide. My strengths during the training included APA writing style and developing a literature review. During the training, I gained knowledge and skills about how to write APA papers and this includes making the correct citations, formatting APA paper correctly, and developing a correct APA reference list. By the end of the training, I was able to use the APA writing style, including making correct citations and referencing because currently, I feel adequately competent to use APA writing style in my writings. Secondly, through this training, I became competent in how to write a literature review. For example, currently, I can effectively search for, locate, and retrieve evidence to write a literature review. I believe the training adequately equipped me with the necessary skills to search for background information for the relevant research topics, synthesize evidence, and compare and contrast methodologies and findings from different sources of evidence. I can also identify research gaps for my research projects, and make the appropriate recommendations for further research.

However, I feel that I need to further improvements when it comes to developing an instructional guide for course units. I feel that I did not grasp all the required skills and competency to make an instructional guide. Therefore, I plan to improve this area by widely researching making instructional guides, and also attending further training about this aspect. Through this, I believe I will become competent in this aspect as well. Developing an instructional guide is a very vital competency for an educationist as it a common role for nurse educators (Mthiyane & Habedi, 2018). Interactive Learning and Communication

References

Farooqui, F., Saeed, N., Aaraj, S., Sami, M. A., & Amir, M. (2018). A Comparison Between Written Assessment Methods: Multiple-choice and Short Answer Questions in End-of-clerkship Examinations for Final Year Medical Students. Cureus, 10(12), e3773. https://doi.org/10.7759/cureus.3773

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA = SA Gesondheid, 23, 1177. https://doi.org/10.4102/hsag.v23i0.1177

Onyema, E. M., Deborah, E. C., Alsayed, A. O., Noorulhasan, Q., & Naveed, S. S. (2019). Online Discussion Forum as a Tool for Interactive Learning and Communication. International Journal of Recent Technology and Engineering, 8(4), 4852-4859.

Schirmer, B. R. (2018). Framework for conducting and writing a synthetic. International Journal of Education, 10(1), 94-105.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. Interactive Learning and Communication