NUR 854 1
UNIVERSITY OF KENTUCKY
COLLEGE OF NURSING
TITLE:
NUR 854 - Advanced Concepts in Professional Nursing
CREDIT HOURS:
4 credits
PRE-REQUISITES: Admission to the RN-BSN/MSN Nursing Program. This is a writing-intensive (W)
course approved to fulfill the upper tier of the graduation writing requirement (GWR). To receive W
credit for this course, you must have successfully completed the first-year writing requirement (ENG
104 or its equivalent) and have completed at least 30 hours of coursework.
PLACEMENT:
First semester in the RN-BSN/MSN curriculum
COURSE DESCRIPTION:
This course provides experiences that will enable students to become acclimated to a self-directed
learning environment and to develop skills pertinent to advanced concepts of professional nursing
practice with diverse populations. These skills include: effective professional writing, the efficient use
of computers to enhance nursing practice, the performance of effective patient teaching, and the
judicious use of theory and literature to guide clinical decision-making.
COURSE OBJECTIVES: At the end of this course, students will be able to:
1.
2.
3.
4.
5.
Communicate through writing, speaking, and teaching in a style appropriate to the professional
nurse.
Retrieve, analyze, and use nursing literature in clinical case studies.
Discuss selected theories and their applicability to nursing practice.
Become part of a community of self-directed, life-long learners.
Begin development of a professional portfolio.
WRITING INTENSIVE OUTCOMES: At the end of this course, students will be able to:
1.
Write a paper that is essentially free of mechanical errors (grammar, punctuation, spelling, and
syntax) and awkwardness, using a style that is appropriate to the professional nurse.
2.
Demonstrate an ability to discover, evaluate, and clearly present evidence in support of an
argument in the subject area and utilize documentation that conforms to APA style. Note: An
APA workshop will be provided the first day of class.
3.
Be aware that composing a successful text frequently takes multiple drafts, with varying
degrees of focus on generating, revising, editing, and proofreading.
4.
Write a capable, interesting essay about a complex issue in nursing for a general university
audience.
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FACULTY:
Sherry Warden, PhD, RN
Room 439, CON Bldg.
(859) 323-6640
[email protected]
Gina Lowry, PhD (c), RN
Room 441A, CON Bldg.
(859) 257-5258
[email protected]
OFFICE HOURS: Faculty will be available by phone, by e-mail, and by office appointment. The
syllabus will be posted on Blackboard, along with a bulletin board for announcements and timesensitive assignments.
TEACHING/LEARNING METHODS: The assumption is made that all students have access to
computer facilities, the Internet, and e-mail. NUR 854 will be taught using a combination of methods.
One-third of the course will be taught in-class, through lecture, discussions, case studies, small group
work, and student presentations. One-third of the course will be taught using the internet as a
teaching tool; students will utilize the internet to perform literature searches, respond to case studies
by applying the literature, participate in discussions on the internet, and use e-mail to interact with
faculty and other students. One-third of the course will be completion of out-of-class assignments:
readings, video assignments, and papers.
ATTENDANCE: This class will meet in 4-hour blocks; a total of 5 classes will be spread across the
semester. Class attendance is required. Students who miss one class will receive an
incomplete; students who miss two classes will fail the course.
EVALUATION:
General: Evaluation will be based on in-class assignments and out-of class assignments,
including internet assignments. Students are to complete class activities by the due date. A
grade reduction of 2 percent of the assignment grade will be assessed for each day an
assignment is late. Remember also that computers do fail and always seem to fail at the
worst possible time. Please send your papers early enough to allow for breakdowns. We will
reply to your assignment e-mails with a message that we received the assignment.
Writing Intensive Specific: Papers written in this class will be submitted through Blackboard
and reviewed by faculty. Faculty will return the papers with suggestions and corrections using
Blackboard. For further assistance students may make an appointment for review
conferences with faculty. Students are required to revise their papers after receiving
suggestions and corrections and to resubmit their paper. Re-submissions will follow the same
review process. A grade will be assigned to the third submission. REVISED PAPERS
SHOULD BE RESUBMITTED WITHIN ONE WEEK OF RECEIPT OF FACULTY
COMMENTS.
To receive an A, papers must demonstrate correct grammar, spelling, punctuation, and
APA style. The paper should have a logical flow, be clear and concise, yet contain all
necessary information. B papers must demonstrate correct grammar, spelling, punctuation,
and APA style. *Please note that a minimum grade of B must be achieved on the final
submission of all papers to pass this course.
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COURSE GRADES:
The percentage of the course grade applied to assignments as follows:
Writing Intensive Assignments
Analytical Papers (2 )
Theory Paper
Other Assignments
Web Assignment
Interview
GroupTeaching Experience
Plan
5%
Presentation 15%
Threaded discussions (2)
Class Participation
25%
15%
5%
10%
20%
20%
5%
COURSE GRADING SCALE:
92-100=
84-91=
76-83=
< 76=
A
B
C
E
*Please note that a minimum grade of B must be achieved on the final submission of all
writing intensive assignments to pass this course.
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ACADEMIC OFFENSES:
Course faculty and the College of Nursing will enforce the University policy on cheating and
plagiarism.
Part II of Student Rights and Responsibilities (available online at http://www.uky.edu/
StudentAffairs/Code/part2.html) states that all academic work, written or otherwise, submitted
by students to their instructors or other academic supervisors, is expected to be the result of
their own thought, research, or self-expression. In cases where students feel unsure about a
question of plagiarism involving their work, they are obliged to consult their instructors on the
matter before submission.
When students submit work purporting to be their own, but which in any way borrows
ideas, organization, wording or anything else from another source without appropriate
acknowledgment of the fact, the students are guilty of plagiarism.
Plagiarism includes reproducing someone else’s work, whether it be published article,
chapter of a book, a paper from a friend or some file, or whatever. Plagiarism also includes the
practice of employing or allowing another person to alter or revise the work which a student
submits as his/her own, whoever that other person may be. Students may discuss
assignments among themselves or with an instructor or tutor, but when the actual work is
done, it must be done by the student, and the student alone.
When a student’s assignment involves research in outside sources or information, the
student must carefully acknowledge exactly what, where and how he/she has employed them.
If the words of someone else are used, the student must put quotation marks around the
passage in question and add an appropriate indication of its origin. Making simple changes
while leaving the organization, content and phraseology intact is plagiaristic. However, nothing
in these Rules shall apply to those ideas which are so generally and freely circulated as to be
a part of the public domain. (Section 6.3.1)
The minimum penalty for an academic offense, such as cheating or plagiarism, is an E in the
course (Section 6.4.1).
WRITING INITIATIVE CONTACT
Questions about the W option should be referred to the Director of the UK Writing Initiative,
Professor Janet Carey Eldred, [email protected], 257-4831, 211 Funkhouser Building.
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REQUIRED TEXTS:
Carpenito-Moyet, L. J. (2005). Nursing diagnosis: Application to clinical practice (11th ed.).
Philadelphia: Lippincott Williams & Wilkins.
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, DC: Author.
Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning (2nd ed.). Boston:
Jones & Bartlett.
CONTENT OUTLINE:
I.
II.
III.
IV.
Introduction
A.
APA Workshop
B.
What is a profession
C.
The role of nursing diagnoses
Teaching/Learning
A.
Learning theory
1.
Defined
2.
Assessment of personal learning style
B.
Educational theories
1.
Defined
2.
Application to learning style
3.
Development of teaching plan
4.
Design of teaching materials
a.
Reading level assessment
b.
Visual impact
Health Promotion/Health Maintenance
A.
Wellness focus
B.
Assessment
C.
The role of alternative therapies
D.
Intervention
Theory explication and application
CLASS PARTICIPATION GUIDELINES
Class participation, including web activities, is an integral part of this course. At times it is the
springboard for future class assignments and other times it culminates several individual and group
activities. It helps us formulate new ideas from studies, theories, and literature. It is therefore
required that all students participate in class discussions both during class and over the web utilizing
threaded discussion.
Effective participation involves preparation, asking thoughtful questions that contribute to class
discussions, and the sharing of experiences and learned information. These experiences will help
the student move toward new understandings.
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CLASS PLAN
Reminder: Students are required to complete class activities on a timely basis. A grade
reduction of 2 percent of the assignment grade will be assessed for each day an assignment
is late. Assignment due dates are underlined, bolded, and on the course calendar.
Assignments are due by 4 PM unless otherwise specified.
CLASS 1 -- WEEK 1 (August 26, 2006)
Introduction: Socialization, review of syllabus, research articles vs opinion vs clinical,
scholarly sources, plagiarism, APA
Discussion: Nursing as a profession, Gordon's patterns
Choose a book to read
Books will be discussed beginning November 4, 2006.
Introduction to Blackboard
Review upcoming assignments
ACTIVITIES FOR WEEK 2
Read:
Go To:
Bastable text Chapters 3, 4, 10; Carpenito-Moyet text Section 1, pp 1-75.
http://www.advisorteam.com/user/ktsintro.asp
and complete the online personality test, the Keirsey Temperament Sorter II, to
determine your learning personality.
Go To:
http://www.gsu.edu/~dschjb/wwwmbti.html
to read about teaching to the different personality types.
Assignment folder to review the Teaching Plan format. You will be preparing a
teaching plan using this format later in the class. If you have questions about the
format, please come prepared to discuss them during Class 2, Week 5,
September 23, 2006.
Web Search Assignment:
See Assignment guidelines. E-mail your assignment to Gina by Friday,
September 29, 2006.
Go To:
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ACTIVITIES FOR WEEK 3
Read:
Case Study #1 (Assignments folder).
Identify 5 nursing diagnoses and e-mail your diagnoses to Sherry by September
8, 2006.
Read:
Bastable text, Chapter 5
Analytical Paper #1:
See assignment guidelines. E-mail the report to faculty by Friday of Week 5,
September 22, 2006.
ACTIVITIES FOR WEEK 4-5
Read:
Bastable text, Chapter 11
Application: You should find an announcement listing several nursing diagnoses on
September 11, 2006. Choose 2 nursing diagnoses and e-mail Sherry with your
choices. Sherry will e-mail you with the nursing diagnosis you have been
assigned. In preparation for the discussions to follow, write a goal and outcome
measures for the goal, and write three interventions with rationale. The
rationale for the interventions should be supported by research literature.
Be prepared to discuss the diagnosis, interventions, and your research articles
during Threaded Discussion #1.
Threaded Discussion #1: Nursing Diagnoses, Goals, and Interventions
Discussion begins September 18 and closes on September 22, 2006. Your
group assignment will be posted as an announcement.
CLASS 2 -- WEEK 5 (September 23, 2006)
Discussion of nursing diagnoses from Case Study 1
Teaching methods and teaching plans
Formation of groups for teaching practice.
Time to set up meeting times, etc.
Theory explication and application.
Choose a theory topic
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ACTIVITIES FOR WEEKS 6-7
Group Work:
Write:
Theory Paper:
Web Assignment:
Work with group on preparation of teaching presentation. Teaching
presentation will be presented during Class 3, Week 9, October 21,
2006.
Group Teaching Plan. E-mail the group teaching plan to faculty by
Wednesday, October 4, 2006.
Write a six to seven page paper on a theory (Leadership theory, Stress &
Coping theory, Systems theory, or Change theory) See guidelines for
theory papers in the Assignments folder. Submit the finished paper to
faculty through Blackboard by Monday of week 9, October 16, 2006.
Due September 29, 2006
ACTIVITIES FOR WEEK 8-9
Read:
Case Studies #2 and #3 (Assignment folder)
CLASS 3 -- WEEK 9 (October 21, 2006)
Presentation of Group Teaching Presentations
Discussion of theories
ACTIVITIES FOR WEEK 10
Begin Interview:
See assignment guidelines.
ACTIVITIES FOR WEEK 11-12
Threaded Discussion #2: Books
Discussion begins November 4 and ends November 10. See announcements for
group assignments.
CLASS 4 -- WEEK 13 (November 18, 2006)
Discussion of books read.
Examination of cultural diversity
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ACTIVITIES FOR WEEK 14-16
Either Final Gifts or watch three of the videos in the series “On Our Own Terms”
with Bill Moyers.(Copies will be on reserve in the 6th floor Audio-Visual Library).
Read:
Search the journals and find two research articles on caregiver stress; be
prepared to discuss the articles during Class 5, Week 16, December 9, 2006.
Read:
Case Study #4 (Assignments folder)
Analytic Report #2: Reading application
See assignment guidelines. Submit the paper to faculty by Monday of Week 15,
November 27, 2006.
Read:
CLASS 5 – WEEK 16 (December 9, 2006)
Discussion of Case 4. Patient, Family & Caregiver concerns.
Discussion of Interviews. Written report of interview due.
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ASSIGNMENT GUIDELINES: ANALYTICAL PAPERS
Analytical Paper #1 (10% of course grade)
Analytical papers are written assignments that ask the student to reflect on past or current
experiences and/or course readings for the purpose of relating those experiences to current course
content. This purpose of this assignment is to ask you to reflect on an educational event or a need
for education, analyze this event, and to apply information from your textbook to the analysis.
Reflect on a problem from your clinical experience where there was/is a need for
professional education of a client or family. Explain the situation and the need. Was the need met
appropriately? Explain why or why not? Use references from the Bastable text to support your
explanation – additional readings (other than those assigned) may be helpful to you as well.
Your grade will be based on the inclusion of the following areas:
 A description of the problem/question (10 points)
 A thoughtful, thorough reflection/explication of the issues involved (context, related
factors, etc.) (20 points)
 An explanation of how your readings relate to this problem/question (45 points)
 An explanation of what you learned through the examination of this problem/question
(15 points)
 Writing and APA style (10 points)
This paper should be 4-5 pages in length, excluding the title page and reference page. The papers,
when completed, should be sent as an e-mail attachment to faculty by Friday of Week 5,
September 22, 2006.
Analytical Paper #2: Readings Application (15% of course grade)
Analytical papers are written assignments that ask the student to reflect on past or current
experiences and/or course readings for the purpose of relating those experiences to current course
content. The purpose of this assignment is to ask you to apply readings to help a family make a
decision on end-of-life care. To answer this question, place yourself as an advisor to the family in the
Case Study – do NOT write this assignment from the perspective of your own family.
Topic: Should the Case Study patient die at home with hospice or in the hospital? How do we
make that decision? What are the costs/benefits/family impact to the decision. Literature support
required. Your grade will be based on the inclusion of the following areas:
 A description of the problem/question (10 points)
 A thoughtful, thorough reflection/explication of the issues involved (context, related
factors, etc.) (20 points)
 An explanation of how your readings relate to this problem/question (45 points)
 An explanation of what you learned through the examination of this
problem/question/interview (15 points).
 Writing and APA style (10 points)
Note: You must make a decision about which option to recommend for terminal care is best
for this patient.
This paper should be 7-8 pages in length, excluding the title page and reference page. The papers,
when completed, should be sent as an e-mail attachment to faculty by Monday of Week 15,
November 27, 2006.
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ASSIGNMENT GUIDELINES -- Threaded Discussions
Threaded discussions are scholarly group discussions conducted on-line through Blackboard.
The class will be divided into small groups to facilitate ease of discussion. Questions will be posted
for each discussion group; these questions will relate to course content. These discussions are
designed to stimulate thought, interest, and analysis between and among participants.
The class will be divided into discussion teams; the teams will be posted on the
announcements page. A team leader will be appointed. The team leader will facilitate discussion
and encourage group member participation. Another classmate will be appointed to summarize the
group discussion and to send a report via e-mail to faculty and to other class members. Your
presence in the discussion will be monitored.
Each threaded discussion will be worth 10% of your grade. To receive the full 10%, you must
actively participate in the discussion and support your arguments with the literature. Each discussion
will span several days so that each student should have multiple opportunities to participate in each
discussion. As in a face-to-face discussion, during threaded discussion you may raise questions, ask
for clarification, answer questions, and comment on the remarks of others. Your responses to the
original question and to postings from your fellow classmates should be thoughtful, meaningful,
informed, and polite. The dates of the discussions are posted in the Class Plan.
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ASSIGNMENT GUIDELINES
NUR 854 TEACHING PLAN FORMAT
TITLE OF PRESENTATION:
GROUP MEMBERS PRESENTING:
Length of Presentation:
20 Minutes MAXIMUM.
Description of Target Audience:
Estimated Number in Attendance:
Goals of Teaching/Learning Plan -- Outcome Statement
At the end of this presentation, the audience will be able to .......
Specific Behavioral Objectives
Evaluation Techniques
Instructor Materials / Equipment / Supplies Needed:
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Teaching Plan Format -- Page 2
Presentation Outline*:
Presenter:
Instructional Method: Time Allotted:
References: Please include a minimum of two references. Reference page using APA format is required.
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PREPARING A PRESENTATION OUTLINE
* There are several parts to a presentation: the introduction, the content, and the closure. Your
presentation outline should address specifically how you will cover each of these parts.
Part I.
The Introduction
A.
Introduce the topic. Try to catch the attention of the audience.
B.
Establish a common base of knowledge.
C.
Establish the need for further knowledge.
D.
Describe the benefits of learning the content you will present.
E.
State the objectives. Objectives should be action oriented and should
be in the form of the sentence: At the end of the presentation the audience
member will be able to ....
Part II.
The Content Outline. Provide an outline of the actual content you will teach.
A minimum of two references is required. A reference page in APA format
is also required.
Part III.
Closure
A.
Summarize the main points.
B.
Provide the audience with a sense of achievement.
C.
Try to relate back to your introduction.
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EVALUATION OF THE TEACHING PRESENTATION
The teaching presentation will be evaluated according to the behaviors and skills listed below.
A.
Introduction
A1.
Explication of the teaching method is thorough (5%)
A2.
Explain how the topic you have chosen to demonstrate application of the method is
appropriate for the method you are using. (5 pts).
A3.
Describe the developmental age of the audience and how you have taken that into
consideration when planning your teaching. (5 pts)
A4.
The introduction of the demonstration of teaching presentation was clear and
understandable. This introduction includes describing the audience/clients, the
prerequisite knowledge of the audience/clients; and the objectives, setting, and timing
(week before admission, day of discharge, second and fourth post-operative day,
second class of a four part series). (10 pts).
B.
Demonstration of the teaching method
B1.
The teaching process began with a method to catch the interest of the clients/patients.
(5 pts).
B2.
Instructions to the clients/patients were clear and concise and appropriate to the level of
their understanding. (10 pts).
B3.
The selected method of teaching was correctly implemented. Interaction with the
clients/patients was appropriate for the specific teaching methodology. (15 pts)
B4.
The outcome of the teaching experience was evaluated. (5 pts)
B5.
The summary brought the experience together and to a close. (5 pts)
B6.
The teaching presentation was creative. (10 pts)
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C.
C1.
Presentation Skills
The teaching experience was organized. The room arrangement was conducive to
learning for the audience/clients. The teachers knew their roles and presented in a
coordinated and logical sequence. (15 pts)
C2.
Audiovisuals were appropriate for the specific teaching methodology, for the level of
understanding of the patient, and for content. Transparencies, handouts, posters, or
powerpoint were appropriate, clear, neat, and large enough to be easily read by the
audience. (10 pts)
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ASSIGNMENT GUIDELINES
WEB ASSIGNMENT
The World Wide Web makes a large amount of medical information easily available to anyone
with access to a computer. Every day information providers add new information to the Web; the
information available is increasing at an exponential rate. Consumers are exploring this information.
This healthcare consumer exploration can be a good thing because it means that clients are
informed about their health conditions and can participate more knowledgeably in healthcare
decisions. However, what assurance do consumers have that the information they obtain from the
Web is accurate? How can we help consumers to sort out the vast array of information to find valid
information? One way to begin is to search the Web ourselves to see what is out there. The
purpose of this assignment is to begin to explore the information that is readily available to
consumers on the World Wide Web in your area of interest, and to evaluate the information.
So ….. choose a medical diagnosis of interest and begin. To begin to search, you must
access a search engine. Some useful links to explain the use of search engines are
http://daphne.palomar.edu/TGSEARCH/ and
http://www.monash.com/spidap1.html
Once you've found the sites you're interested in, you need to determine the credibility of the
sites. This link, http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html will give
you information on how that can be accomplished. Something to Think About: Do these criteria
have limitations too? Once you've found some credible sources, prepare a written report. The
guidelines for this report follow.
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WEB SEARCH ASSIGNMENT WRITTEN REPORT GUIDELINES
The written report (3-5 pages, typed, including the bibliography) should include:
A.
The five best sites you found. For each site
1. Give the name of the site (note: this is not the site address, http://www......)
2.. Explain why you feel this is one of best sites. (70 points)
B.
Prepare a bibliography of the 5 sites in APA style.
A bibliography is similar to a reference page, but there is no requirement that the works
listed have been cited in the paper. For assistance with electronic references in APA
format, see your APA manual (30 points)
The report should submitted through Blackboard by Friday, September 29, 2006.
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ASSIGNMENT GUIDELINES
THEORY PAPER
The purpose of this assignment is to help you and your fellow classmates become familiar with
selected theories. We will examine stress & coping theory, systems theory, change theory, and
leadership theory.
You will write six to seven pages on an assigned theory. This paper should explain the theory
and discuss application of the theory in the clinical setting. A minimum of four to five scholarly
sources should be used to support your explanation.
The assignment will be evaluated as follows:
Explanation of the theory (40 points)
This may include historical development of the theory, what the theory says, how
the theory may be used, etc.
Application of the theory (45 points)
Spelling, grammar, logical sequence, clear language (10 points)
APA style (5 points), including the use of scholarly sources
NOTE:
Accepted scholarly sources are primarily professional journals and books. Unless
articles and/or books are classics in their field, sources should be no more than 7
years old.
No more than 2 credible web sites may be utilized.
Basic nursing texts are not considered scholarly sources.
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ASSIGNMENT GUIDELINES
INTERVIEW
The purpose of this assignment is to learn more about another culture. This will be accomplished by
getting to know someone from another culture, by an exploration of how that person views health and
illness through an interview, and reflection to discover how this person’s beliefs differ from your own
beliefs and values.
In this assignment you will interview a person from another culture and write a paper about the
interview and your self-reflection.
Some guidelines you might use for interview questions are:
How do you define health?
What do you do to promote and maintain your health?
What are your most urgent health needs?
How does spirituality effect your health?
What are your beliefs about life after death?
What do you think causes illness?
Do you take any herbs or have any rituals that promote your health?
How is healthcare in your native country different from that in the US?
Just as when taking a health history you would further question a statement that the patient
has a history of heart disease to find out more specifics, explore information that your interviewee
gives you. The aim is to learn more about another culture – not just to get answers to specific
questions.
GRADING CRITERIA:
Introduction (10%)
Who are you interviewing?
Describe the culture of origin.
Where did the interview take place?
Body (60%)
What did you find out in the interview?
Reflection (30%)
How do the views of the interviewee differ from your views?
Is there anything you might have done differently which would have improved
your interview?
This paper should be 6-7 pages in length and typed in APA format.
Note: This paper is a report of a personal experience and may be written in first person (using I).
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Modified APA Guidelines
University of Kentucky College of Nursing
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Please Note: These APA modifications will be insufficient for acceptance when
submitting scholarly work in APA style outside of the College of Nursing.
General Document Guidelines
A. Margins – 1 inch all sides
B. 12 pnt font, Times New Roman or Courier
C. Spacing – Double spaced throughout. Double space between ALL lines of text. This includes the
reference page.
D. Headings – centered, uppercase and lowercase
E. Title page -- to include title (upper and lower case), course affiliation, author’s name. All lines
double spaced, centered on page. No running heads.
1. Text Citations: Source material must be documented in the body of the paper by citing the author(s) and
date(s) of the sources.
A. When the names of the authors of a source are part of the formal structure of the sentence, the
publication year appears in parentheses following identification of the authors.
Wirth and Mitchell (1994) found that although there was a reduction in insulin dosage over a
period of two weeks……………….
B. When the authors of a source are NOT part of the formal structure of the sentence, both the authors
and years of publication appear in parentheses, separated by semicolons.
Reviews of research on religion and health have concluded that at least some types of religious
behaviors are related to higher levels of physical and mental health (Gartner, Larson, & Allen,
1991; Koenig, 1990; Levin & Vanderpool, 1991) [Note: & is used when multiple authors are
identified in parenthetical material. When several sources are cited parenthetically, they are
ordered alphabetically by first authors’ surnames.]
C. When a source that has two authors is cited, both authors are included every time the source is cited.
When a source that has three, four, or five authors is cited, all authors are included the first time the
source is cited. When that source is cited again, the first author’s surname and “et al.” is used.
Larson et al. (1991) showed that………………….
D. Every effort should be made to cite only sources that you have actually read. When it is necessary to
cite a source that you have not read that is cited in a source that you have read, use the following
format for the text citation and list only the source you have read in the references list:
Grayson (as cited in Murzynski & Degelman, 1996) identified four…..
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2. Quotations: When a direct quotation is used, always include the author, year, and page number as part
of the citation.
A. A quotation of fewer than 40 words should be enclosed in double quotation marks and should be
incorporated into the formal structure of the sentence.
Patients receiving prayer had “less congestive heart failure, required less antibiotic therapy, had
fewer episodes of pneumonia, had fewer cardiac arrests, and were less frequently intubated and
ventilated” (Byrd, 1988, p. 839).
B. A lengthier quotation of 40 or more words should appear (without quotation marks) apart from the
surrounding text, in block format, with each line indented five spaces from the left margin. When
quoting, always provide the author, year, and specific page citation in the text.
Miele (1993) found the following:
The placebo effect, which had been verified in previous studies, disappeared when behaviors
were studied in this manner. Furthermore, the behaviors were never exhibited again, even when
real drugs were administered. Earlier studies (e.g. Abdullah, 1984; Fox, 1979) were clearly
premature in attributing the results to a placebo effect. (p. 276).
3. References
A. The first lines of all references are aligned at the left margin, with each subsequent line indented 5
spaces.
B. All entries are organized alphabetically by surnames of first authors.
C. Authors are listed in the same order as specified in the source, using surnames and initials. Commas
separate all authors. If no author is identified, the title of the document begins the reference.
D. Year of publication: In parentheses following authors, with a period following the closing parenthesis. If
no publication date is identified, use “n.d.” in parentheses following the authors.
E. Source reference:: Include title, journal, volume, pages (for journal article) or title, city of publication,
publisher (for book). Italicize titles of books, titles of web sites and titles of periodicals, and periodical
volume numbers.
Revised 8/04
NUR854 Page 23
F. Examples of sources
1. Journal article
Murzynski, J., & Degelman, D. (1996). Body language in women and judgments of
vulnerability to sexual assault. Journal of Applied Social Psychology, 26, 1617-1626.
2. Book
Paloutzian, R.F. (1996). Invitation to the psychology of religion (2nd ed.). Boston:
Allyn and Bacon.
3. Stand alone web document, no date
Degelman, D., & Harris, M.L. (n.d.). APA style essentials. Retrieved May 18, 2000,
from http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
4. Stand alone web document, no date/author
Gender and society. (n.d.). Retrieved December 31, 2001, from
http://www.trinity.edu/~mkearl/gender.html
5. Journal article from database
Hien, D., & Honeyman, T. (2000). A closer look at the drug abuse-maternal aggression link.
Journal of Interpersonal Violence, 15, 503-522. Retrieved May 20, 2000, from
ProQuest database.
6. Article or chapter in an edited book
Shea, J.D. (1992). Religion and sexual adjustment. In J. F. Schumaker (Ed.), Religion and
mental health (pp. 70-84). New York: Oxford University Press.
For examples of electronic reference formats go to: http://www.apastyle.org/elecref.html
For examples of APA-formatted references go to: http://www.vanguard.edu/psychology/references.pdf
For an example of a complete article formatted according to APA style, go to
http://www.vanguard.edu/psychology/prayer.pdfr
evised/8.18.04/bohannon,riker,chlebowy
.
Revised 8/04
NUR854 Page 24
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Hutchinson, S.A. (1992). Nurses who violate the Nurse Practice Act: Transformation of professional
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Gordon’s Funtional Health Patterns
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Leadership theory
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Death, dying, and palliative care
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Wellness
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