Synopsis of eight peer-reviewed articles assignment essay

Synopsis of eight peer-reviewed articles assignment Essay

Synopsis of eight peer-reviewed articles assignment Essay

Synopsis of eight peer-reviewed articles assignment Essay
Research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.
For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.

Synopsis of eight peer-reviewed articles requirement

Solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, you are required to retrieve and assess a minimum of 8 peer-reviewed articles. an abstract is not required, CITE WEBSITE SOURCE.

“Open review and open peer review are new terms for evolving phenomena. They don’t have precise or technical definitions. No

matter how they’re defined, there’s a large area of overlap between them. If there’s ever a difference, some kinds of open review accept evaluative comments from any readers, even anonymous readers, while other kinds try to limit evaluative comments to those from ”peers“ with expertise or credentials in the relevant field. But neither kind of review has a special name, and I think each could fairly be called “open review” or “open peer review”.” – Peter Suber, email correspondence, 2007 1.

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As with other areas of “open science” ( Pontika et al., 2015), “open peer review” (OPR) is a hot topic, with a rapidly growing literature that discusses it. Yet, as has been consistently noted ( Ford, 2013; Hames, 2014; Ware, 2011), OPR has neither a standardized definition, nor an agreed schema of its features and implementations. The literature reflects this, with a myriad of overlapping and often contradictory definitions. While the term is used by some to refer to peer review where the identities of both author and reviewer are disclosed to each other, for others it signifies systems where reviewer reports are published alongside articles. For others it signifies both of these conditions, and for yet others it describes systems where not only “invited experts” are able to comment. For still others, it includes a variety of combinations of these and other novel methods. The previous major attempt to resolve these elements systematically to provide a unified definition ( Ford, 2013), discussed later, unfortunately ultimately confounds rather than resolves these issues.
In short, things have not improved much since Suber made his astute observation. This continuing imprecision grows more problematic over time, however. As Mark Ware notes, “it is not always clear in debates over the merits of OPR exactly what is being referred to” ( Ware, 2011). Differing flavours of OPR include independent factors (open identities, open reports, open participation, etc.), which have no necessary connection to each other, and very different benefits and drawbacks. Evaluation of the efficacy of these differing variables and hence comparison between differing systems is therefore problematic. Discussions are potentially side-tracked when claims are made for the efficacy of “OPR” in general, despite critique usually being focussed on one element or distinct configuration of OPR. It could even be argued that this inability to define terms is to blame for the fact that, as Nicholas Kriegskorte has pointed out, “we have yet to develop a coherent shared vision for “open evaluation” (OE), and an OE movement comparable to the OA movement”

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