NUR 601 Week 2 Assignment 2: Annotated Bibliography
NUR 601 Week 2 Assignment 2: Annotated Bibliography
NUR 601 Week 2 Assignment 2: Annotated Bibliography
This article is peer-reviewed. The article was published in 2019, which makes it current and relevant. All the authors are Ph.D. holders in mental health, thus guaranteeing the credibility of the journal.
The purpose of this paper is to explore the relationship between caregivers of individuals with dementia experiencing loss and grief, and depression. The study involved 183 family caregivers of patients with dementia given questionnaires to assess their burden, grief, and depression over two and half years. The findings revealed a positive relationship between grief and caregiver depression. In other words, the authors stated that caregivers of patients with dementia experiencing grief and loss can develop depression over time. It was reported that these caregivers start grieving before the actual death takes place, hence caregiver grief.
On the other hand, caregiver burden leads to premature outcomes like early transfer to the nursing home which may lead to high mortality rate of patients with Dementia. This is why there are programs used to decrease the caregivers’ depression, such as adult day care, skills training programs and many more options. Having these programs in place help to alleviate their grief, guilt and depression that the caregivers face.
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Feeley, T., Crowe, S., & Doherty, E. M. (2019). Grief reactions and coping strategies of trainee doctors working in paediatric intensive care. British journal of anaesthesia, 123(1), 74-80. https://www.sciencedirect.com/science/article/pii/S0007091219300819
This article is peer-reviewed and it will be used to explain the coping strategies of grief and loss. The purpose of this paper is to point out that a child’s death can have massive emotional impacts on trainee doctors, especially those working in the ICU responsible for their care. They are often vulnerable and can experience extended and severe grief and loss. Sadness, shock, guilt, and helplessness often accompany grief and loss. Feeley and colleagues suggested several coping strategies that trainee doctors can use to deal with grief and loss.
One strategy is getting adequate emotional support from colleagues and other trained doctors. Sharing the pain and frustrations with others can help reduce the grieving period and impacts. Tailored debriefs can also help the doctors cope with the grief since they would access relevant information and counsel from colleagues. Discussing the death with staff, families, friends were found to be helpful.
This paper explored the relationship between caregivers of individuals with dementia experiencing loss and grief, and depression, as
well how doctors in pediatric intensive care deal with death and what their coping mechanisms are. Different coping mechanisms or programs will work for different people.
References
Feeley, T., Crowe, S., & Doherty, E. M. (2019). Grief reactions and coping strategies of trainee doctors working in paediatric intensive care. British journal of anaesthesia, 123(1), 74-80. https://www.sciencedirect.com/science/article/pii/S0007091219300819
Liew, T. M., Tai, B. C., Yap, P., & Koh, G. C. H. (2019). Comparing the effects of grief and burden on caregiver depression in dementia caregiving: a longitudinal path analysis over 2.5 years. Journal of the American Medical Directors Association, 20(8), 977-983. https://www.sciencedirect.com/science/article/pii/S1525861018306650
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Annotated Bibliography Instructions
An important part of the concept analysis is review of articles related to the concept you will focus on. An annotated bibliography is a method you can use to summarize and assess the articles that you plan to use for your concept analysis paper.
Grief is the concept of focus in week 2. You are required to write an annotated bibliography of two articles related to grief. One article must have an empirical referent of grief. For example, your required reading, Martincekova, L. & Klatt, J. (2017). Mothers’ grief, forgiveness, and posttraumatic growth after the loss of a child (PDF). OMEGA-Journal of Death and Dying,75(3), 248-265. contains three empirical referents—the Texas Revised Inventory of Grief, the Enright Forgiveness Inventory, and the Posttraumatic Growth Inventory.
Paper Instructions
- You will write an annotated bibliography (summary and assessment) of two articles related to the concept of grief. The annotated bibliography of each article should be two to three paragraphs long. The Purdue OWL Annotated Bibliographies website contains a useful guide to writing annotated bibliographies. The Purdue OWL Annotated Bibliographies Samples provides annotated bibliography examples. You should follow these suggestions related to summarizing and assessing articles:
- Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how the degree of detail of your summary.
- Assess: Is it a useful source? (Source: Purdue OWL: Annotated Bibliographies, retrieved from https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/)
- You need to write your annotated bibliography in your own words. Do not use the abstract of an article as your annotated bibliography.
- The articles you select must be at a graduate level. They must be from academic/professional level journals. You cannot use articles from introductory nursing journals (e.g., Registered Nurse Journal or American Journal of Nursing).
- You are required to write your annotated bibliography according to APA Manual 7th edition guidelines. The Owl Purdue Annotated Bibliographies Samples website includes an example of an annotated bibliography for a book, Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt.
Please refer to the Grading Rubric for details on how this activity will be graded.
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Annotated Bibliography Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Identifies Relevant Sources | Provides clear examples supported by course content and reference(s) that articulate how source(s) relate to the topic and why the source(s) were selected.
All instruction requirements noted. 30 points |
Components are accurate and thoroughly represented via scholarly resource(s), and the application to evidenced based practice, ethics, theory, and/or role is articulated within the content.
All instruction requirements noted. 26 points |
Selected source(s) relate to the chosen topic, but the relationship is not clearly articulated, with minimal application to evidence-based practice, theory, or role development.
Missing some instruction requirements. 23 points |
Selected source(s) do not relate to the chosen topic, but an attempt is made to articulate a relationship. Absent application of evidence-based practice, theory, or role development is noted.
Demonstrates incomplete understanding of content and or inadequate preparation. Missing several instruction requirements. Submits assignment late. 20 points |
30 |
| Concise Summaries of Source Materials | In addition to a complete summary of the source(s), additional scholarly resource(s) add validity and continued dialogue throughout the annotation.
All instruction requirements noted. 30 points |
Annotation(s) contain clear, complete summary of the source along with clarification of the assignment. Use of scholarly material is noted, but not in all aspects of the annotation.
Most instruction requirements are noted. 26 points |
Annotation and summation of resource(s) are not clearly articulated. Use of scholarly material lacks development or clear presence within the annotation.
Missing some instruction requirements. 23 points |
Annotation is attempted but resource(s) and or summation(s) are absent. Content is difficult to follow and frequently needs to be rephrased.
Demonstrates incomplete understanding of content and/or inadequate preparation. Missing several instruction requirements. Submits assignment late. 20 points |
30 |
| Use of Critical Thinking to Analyze, Synthesize, and Apply Knowledge | By comparing and contrasting content within the source material, alternative viewpoints are noted that offer additional insights into the assignment and practice.
Critical analysis of the source content and the relationship to nursing is evident. The knowledge gained from this assignment is synthesized to indicate a plausible path for utilization within practice as an APRN. All instruction requirements noted. 30 points |
Synthesized content from within the annotated article(s) is noted.
Objective criteria, from the discipline’s point of view, is used to critically analyze the source. The annotation is clear in how the source and content relate to the field of nursing. Student indicates how the information will be used within their professional practice as an APRN. Most instruction requirements are noted. 26 points |
Synthesized content is present but missing depth and/or development.
The student alludes to a practice application, but the information provided was not clear. Missing some instruction requirements. 23 points |
Annotations and/or the criteria presented in a generic format without showing relevance to the discipline and to nursing.
Annotation does not demonstrate critical evaluations of content and/or connection to sources, course content, or assignment instructions. The student did not note an application to personal practice within the annotation. Demonstrates incomplete understanding of content and/or inadequate preparation. Missing several instruction requirements. Missing several instruction requirements. 20 points |
30 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise, with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted.
3 points |
Illogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors, and/or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning, such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||