The document is an evidence matrix table from a nursing course on evidence-based practice. It provides a sample reference for a hypothetical article about the effects of educational support groups on dietary modifications for patients with diabetes. The table lists the purpose, hypothesis, study question, variables, study design, sample size and selection, data collection methods, and major findings for the sample reference. It aims to teach students how to analyze and summarize research articles through an evidence matrix table.

1. Chamberlain College of NursingNR449 Evidence-Based
PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes.
Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications
in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in
Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary

2. modifications.
1
2
3
4
5

3. NR449 Evidence Matric Table.docx
Revised10/20/14 ns/cs
1
Writing to Solve
Problem.s
SET How do I set my goals?
Setting Your Goals (p. 368)
ACHIEVE How do I achieve my goals?
1 01 ''" 'lE. al
,a I for your project (p. 370)
Critical Thinking, Reading, and Writing: Thinking critically
about this type of writing (p. 375)
Writing Processes: Establishing a process for composing
your project (p. 393)
Knowledge of Conventions: Polishing your work (p. 408)
ASSESS How do I assess my goals?
Self-Assessment: Reflecting on Your Goals (p. 417)

4. You see, hear, and read ab o ut
p roblems and possib le solutions
to those problems all the time .
In develo pin g cou ntries, gove rn-
ments and nongovernmental
organizations strugg le with
problems such as widespre ad
poverty or disease . Closer to
home, yo ur comm unity might
expe rience a high dropout rate
in your local high schoo l or a
shortage of affordable housing.
When you wri te to propose
solutions. you first ident ify an
existing p roblem and then sug-
gest one or more possible ways
to solve it. For example, the
Web site for Accion Interna -

5. tional has ident ified world pov -
366
e rty as a problem and has
p roposed a possible solu t ion
Accion started its lending pro-
gram mo re t han fo rty years ago,
providing loans to what it calls
"microentrepreneurs," so those
b usiness owners can grow t heir
own small companies. In turn,
the interest they pay provides
funding for even more
small-business loans.
When you are faced with a
smaller-scale problem than world
poverty, perhaps one 1n your
own life or your friends ' lives,
you will often propose your own

6. solution to it. Whe n yo u suggest
co unse ling to an unhappy friend,
yo u are proposing a solut ion-a
known treat ment-to an emo-
t ional problem: depression. When
you recommend a heating and
air conditioning repa ir company
to a friend with a broken furnace
you are proposing a solution-
t he repair company- to a more
practical problem: the faulty
furnace.
When you propose any sol u-
tion. however. others may already
have suggested different solut ions
tq the same problem . Therefore.
you must support your own pro -
posal with convincing evidence-

7. not just opinions-and
demonstrate that the proposal
has a reasonable chance of
success.
ACCIOM
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n::ich ir.· ons of clients . Our impact
investing mmativcs arc pushing beyond microfinancc to
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9. About the Organizallon
Learn about Acc,on 's past and prc,cnl b~ cxplonng
our founding pnnc1pl .. and future dttCCuon.
Our Mission. V,s!oo and Sttategy I Our lltstary I
News
Leadership
Meet the mdJviduals who a,e lcadmg an organtzauon
on the cuuing edge of the microfinancc Uldustr)
11.ldll"8CfflCIII Team I Board 01 Dm:ctolS I Preildcnt s
Cude
The Web site for Accion , an organization committed to fighting
world poverty through its support for small
businesses, demonstrates many great examples of writing to
solve problems.
367
Learning the Qualities of Effective Proposals PART 3 I Using
What You Have Learned to Write Arguments
CRITICAL THINKING, READING,
AND WRITING
Before you begin to write your p roposal, consider the qualit ies
of a successfu l
proposal. It also helps to read one or more proposals to get a
feel for this kind

10. of writing.
Effective writing that solves prob lems contains a clear ly
defined problem and
a well-articulated so lution that is targe ted for a specific aud ie
nce. In add ition, this
kind of writing will include convincing evidence for the
proposed solut ion's effec-
tiveness, as well as a well-documemed review of alternative so
lutions. Fina lly, an
effective proposal will include a call to act ion.
I Learning the Qualities of Effective Proposals
A proposed so lution to a problem shou ld include the following
qualities:
• A clearly defined problem. An effective proposal first
establishes the
existence of a problem that is both understandable and
manageable
within the scope of the assignmen t.
• An awareness of the audience. Your readers need to believe
that the
problem you are writing about actua lly exists and that your
proposed
so lution will work. Therefore, use what your audience already
knows
and believes to shape your proposal. For insta nce. if your
audience read-
ily accepts the existence and importance of the problem, you
can focus
almost exclusively on the proposed solution. If, however, your
reade rs
may be unaware of the problem, or may not be lieve it is a
problem, you

11. will need to spend time making them aware of it and conv
incing them
to be concerned about it.
• A well-explained solution. Your readers need bot h to under
stand yo ur
solution and to find it reasonab le. One way to help any
audience under-
stand your proposal is to use language that the aud ience u
nderstands a nd
to provide definitions of unfamiliar terms.
• Convincing evidence for the effectiveness of the solution. You
·will need to
prove that your solution is viable and that it is the best answer
to the prob-
lem by supporting your assertions with evidence such as expert
testimony,
case studies, experimental stud ies, and examples of similar
solutions to
similar problems. A solution needs to be feasible, affordable,
and effective.
You will also need to anticipa te readers· objections to your
proposed
solutions so that you can address them. The cost of any solution
a lmost
always comes up as an objection, so yo u need to be prepared to
dea l
with that concern (''While this so lution is expensive in the near
future,
I wi ll demonstrate how paying the extra money now will
actually save
us money in the long run").
fr r more ,nformatron

12. 1111 I t/l/1(' 1111d cf[,•,/,
,e, ( hapta I I
-- PART 3 I Using What You Have Learn ed to Write
Arguments Chapter 12 I Writing to Solve Problems
• A well-documented re iew ot alternative solutions. Although
your
propo sed solution should stand on its own merits, for your
proposal
to convince the most skeptical readers, you must also
acknowledge
alternative ways to solve the problem and then carefully show
why the
alternatives will not work, or work as well, thus demonstrating
that your
solution is the best option.
• A call to action. There is little point to proposing a so lution
to a
problem unle ss someone actually implements that solution. Al
the end
of your proposal, you should urge those who ca n take action to
solve the
problem to do so.
I Reading, Inquiry, and Research: Learning from Texts That
Propose

13. Solution
s _
As you read the selec tions , consider the following questions:
• How effective is the writer at convincing you that there is a
problem that
needs to be add ressed?
• To what extent has the writer offered a workable solution?
• How convincing is the evidence? Why?
• How effect ively does the writer anticipate opposing views
and look at
alternative solution s?
• How ca n you use the techniques of proposal writing
exemplified here in
your own writing?

14. Organizing Your Information PART 3 I Using What You Have
Learned to Write Argume nts
• What is your purpo se for writing-that is. why do your readers
need this
solution?
• What is the most important aspect of the problem you are
proposing to solve?
On e method for organizing a solution to a problem is the
whole-problem
pattern . If you are following this pattern , you fir st grab the
reader s' attention
and introdu ce the problem and then use the paragraph s that
follow to explain and
illu strat e it. If yo u think that readers are already familiar with
the problem , this
part of the paper could be fairly short , consisting of on ly a
paragraph or two.
If you think that readers are not familiar with the problem ,
however, then you
might need to devote seve ral page s to explaining and illu
strating it. Then offer
your propo sed solution or set of solution s, re spond to

15. objections that you think
reade rs might have, and conclud e with a call to action.
A secon d organizational approach is to segment the problem.
Th is approach
is useful if the problem is relati vely complex and has severa l
co mponent s. First,
you explain and illu stra te the problem , but in a general way.
Next , you focus
on eac h part of the probl e m that needs speci a l attention,
offering a solution and
responding to object ions that you anticipate that are spec ific to
each part. Finally,
you offe r sugge stion s for implem e ntation and conclude with
a call to action.
A third organizational approach, which involves a seq uence of
steps, is appro-
priate if the solution has multiple steps. After introducing the
problem, you offer
an overview of a seri es of steps that will solve the probl e m.
You then explain each
step in detail, provide evidence that it w ill work, and addre ss
any objections to it.

16. Here is a summ ar y of these three organizational structure s.
Explain the problem. {
Offer a solution or set of!
solutions.
Respond to anticipated
objections to the solution,
Offer suggestions for
implementing the solution.
Conclude with a call to actim.
Introduce the problem and its
background.
Explain the problem.
Explain one part of the problem,
offer a solution, and respond to
objections.

17. Explain another part, offer
a solution, and respond to
objections.
Deal similarly with remaining parts.
Introduce the problem and its
background.
plain the problem.
r a multistep solution with an
ov view of the steps.
Off r a detailed explanation of the
first step.
ottJr a detailed explanation of the
se_f nd step.
D~al with any additional steps that
Offer suggestions for ;; ight be necessary.
implementing the solution.

18. Conclude with a call to action.
Conclude with a call to action.
Revising PART 3 I Using Wh at You Have Lea rned to Write
Argume nts
• How clea rly have I exp lai ned and defin ed any term s my rea
ders might
not know?
• W hat ot her visual aid s m ig ht he lp explai n the proble m a
nd/or my
solution(s)?
Responding to Readers' Comments
Once yo u have rece ived fee dback from your class mates, yo ur
in stru ctor, a nd oth -
ers about how to improve yo ur tex t, you have to de term ine
what to do with their
suggestio ns and ideas. Th e fi rst thin g to do with a ny feed
back is to rea lly liste n to
it a nd co nsider ca refull y what your readers have to say. Fo r

19. exa m ple, how might
Susan De Mede iros have respo nded to these reader suggest
ions?
• One reader was not draw n in by DeMede iros's introduc tion .
Wh en a pee r
rev iewe r ind icates tha t a n introd uction does not excite him
or her, th at
co mm ent mea ns tha t some readers might ju st stop rea din g
at that point.
• A not her reade r aske d about the poss ib ility of using a g
raphi c to he lp
explain data.
• A reade r req uested a co nclusion that ties a ll of DeMedciro
s's inform ation
toge ther.
WRITER'S Hork,/wp I Responding to Full Drafts
Working with one or two other c lass-
mates, read each paper and offer com-

20. ments and questions that will help each
of you see your papers' strengths and
weaknesses. Consider the fo llowing
questions as you do:
• What is your fi rst impression of this
draft? How effectively does the title
draw you into the paper? What
part(s) of the text are especially
effective at explaining the problem
or the writer's proposed solutio n?
• How successfully does the intro-
duction grab readers' attention?
What other at t ention grabbers
might the writer try?

21. • How well has t he wr iter explained
the problem to someone who is
unfamiliar with it? How might the
writer expla in it more effectively?
• How effective is the organizational
approach?
• How carefully did the writer docu-
ment sources in this dra ft ?
• How well has the writer explained
the proposed solu t ion (s)?
• How well has the writer addressed
objections that skeptics might raise?
• How has the writer suggested

22. ways to implement the proposed
solu t ion(s)?
• Might visuals help the writer to
present the problem or its solu-
tion(s) more effective ly?
• How effectively does the conclu-
sion call people to action?
• What do you see as the main weak-
nesses of this paper? How might
the writer improve the text?
A Writer Achieves Her Goal PART 3 I Using What You Have
Learned to Write Argum ents
WRITER'S H ork ,Jwp Round -Robin Editing with a Focus
on Inclusive Language

23. I
Modif ,ers (p. 1901
Wo r~ 1ness (p 228
Ciling Sour ces (p 270
Careful Word Cho ce
(p. 313)
I
When you propose solutions to problems,
be especially careful to use inclusive lan-
guag e- language that does not exclude
peo pl e based on gender, ethnicity, marital
statu s, or disability. Using inclusive lan-
guage makes readers feel that they are
Look for instances in your work

24. where you may have inadvertently used
language that excludes a group based on
gender, ethnicity, marital sta tus , or dis-
ability. If you are uncertain about whether
a particular word or phrase is a problem,
Subordinate Clauses
(p . 357)
~ Inclusive Language
(p. 409)
inc luded in the group that is solving th e consult a grammar
handbook or ask your
proble m. instructor.
I Genres, Documentation, an~ Format ------ - ~
If you are writing an academic paper in respon se to Scenar ios I
or 2, you wi ll need
to follow the conventions appropriate for the discipline in whic
h you are writing.

25. For Scenario 3, you may need to follow the co nventions of a
forma l propo sal.
A Writer Achieves Her Goal: Susan
DeMedeiros' Final Draft
Below is the final draft of Susan DeMedeiro s' propo sa l. As
you read her essay,
co nsider whethe r you thi nk her solutions w ill work.
SUSAN DEMEDEIROS
fdr adnce on unlmg
m t/if/(:rent Kl'llre,
, ·,· Appt11J1.1 (
For x11i,i,,f111e~ fur
jom111/llng a11d
tloc11111t·11t111g papen
in Ml.A or PA 11r/,•,

26. 1c1· Chapter 211.
Staying Ahead of Skimming Scams PROPOSAL ESSAY
Abstract
O n November 11, 2011, Cahfom1a-based Lucky grocery stores
discovered skimming devices embedded in their self-service
check-out machines
during routine maintenance . Readers in 24 sto res in Cahfomia
were breached
Two of them were in my community and one is at the store
where I shop
regularly This incident is the inspiration for my top ic for this
project I inter-
viewed the Santa Clara store manager where tr.e tampering
occurred, the
poJce , and the local Wells Fargo Bank for the ir perspective
and advice . In
PART 3 I Using Wh at You Have Learne d to W rite Argu ments
Chapter 12 I Writing to Solve Prob lem s

27. One of DeMedei ros's
classmates made the
following commen t
on her initia l draft:
You probably need
an Introduction that
grabs our attention
more than this does.
responded with a
new ope ning para-
graph that attempts
to catch the reader 's
attention by present -
ing the situat ion that
led to her interest in
the topic .
DeMedeiros rec eived
thi s comment from a
classmate :
I think some kind of

28. graphic might help
explain all these
Her response w as to
add this gr aphi c.
addition to offenr.g members of the public what I think is the
best solution
to protect t heir asse ts, I include statistical data on the
prevalence of identity
theft, informat10n on card skimming, and a list of other
possible solut,ons
Staymg Ahead of Skimming Scams
Santa Clara, California, is one of the safest places to hve, but 1t
is not immune 2
to card skimming thieves. In November 2011, store employees
discovered tam-
pered card reade rs in check-out stands at the Lucky grocery
store on Saratoga
Avenue (S. Fein, persona communication, February 4, 20:2).
These card read
ers conta ined internal sk1mmm g devices that recorded credit
and debit card

29. data th e moment they were swiped. Loca, shoppers were
swindled out of thou-
sands of dollars, but this turned ou t to be more than a loca l
problem . Skimming
devices were discovered in 24 Lucky stores throughout
Cahforn,a (Delevett,
2011, Tumposky, 2011). In fact, these scams a re a growing
issue nationwide.
Take Florida, tor example, where recently 103 skimming
devices were found in
gas pumps across the state (Korn & Dendy, 2015)
Individuals need to learn how to protect themselves from this
growir.g prob- 3
lem These days, people use credn and debit ca rds regularly at
pay-point loca -
tions such as grocery stores, gas pumps, ATMs, a nd m ovie
theat ers To prot ect
themselves , consumers should be vigilan t and know what to do
to avoid becom
mg victims of fraud Several solutions are available, all of them
outlined below.
but the one that is mos t effective is setting up text and e -mail
ale rts that ins tantly
notify consumers the moment an unauthorized transaction is

30. attempted on their
accounts. This solut ion is not only fast, easy, and inexpe n
sive, 1t is cntical
Identity Theft History
According to the U.S Bureau of Justice Statist ics, various fo rm
s of identity theft 4
have become more widespread over the past severa1 years. In
2005, persons in
6.4 million Amencan households had at least one person who
was a victi m of
iden tity theft; by 2010, that number had risen to 8.6 million
households (Lang-
ton, 2011) As of 2012, the mos t recent year for which such data
are available,
·approximat ely 16.6 m illion persons or 7% of all U S residents
age 16 or older,
were victims of one or more incidents of iden tity theft"
(Harrell & Langton,
2013) This increase is primarily due to the growing una
uthorized use of credit
and de bit cards. Identity theft is defined by the Bureau of
Justice as having
three components unauthorized use of credit and debit cards,

31. fraud ulently
imperso n ating another for the pu rpose or opening new
accounts, and a com-
biratlon of the two components. It is a global proble rq_ We can
see the growth
of iden tity the ft from 2005 to 2010 (no similar grap h ic data
a?e a~a ilable for
2012) in the chart from th e 1 JS B"i:ireau of Justice Statisncs
shown in Figure 1
(Langton, 2011)
Percent
8
7
6
5
4
3

32. 2
0
A Writer Achieves Her Goal PART 3 I Using What You Have
Learned to Write Arguments
2005 2007 2009 2010
Yea r
Fig 1 Percent of households that experienced identity theft, by
type of
identity the ft, 2005, 2007, 2009, and 2010. From "Identity
Theft Reported
by Households, 2005-2010," by L. Langton, November 2011,
Cnme Data
Bnef, Bureau of Justice Statistics, US. Department of Justice .
Retrieved
from http://bjs.ojp.usdoj.gov/con tent/pub/pdf/itrh0510.pdf
What Is Skimming?
Criminals use a tactic called ·skimming· to steal persona
mformation from

33. consumers who swipe their cards at locations such as ATMs,
grocery stores,
and gas pumps Skimming happens when thieves attach data-
reading devices
to d1g1ta, card readers, either internally or externally, or use
handheld magnetic
readers to collect the personal data stored in the magnetic stnp
on the back of
credit or debit cards. They then sell these data to higher-end
cnminals who
use encoders to transfer consumers' data to counterfeit cards,
which they, in
tum, sell for up to $100 (Paganmi, 2014) This results in a
nightmare for the
consumer No1 on.y do, is skimmi:1g create fraudulent charges
on their credit
cards, It swiftly wipes out cash from their bank accounts.
My Story
l have had my own experience with this type of identity theft
V1s1tmg New 6
York was a trip my husband and I had looked forward to for
many months
I was excited about expenencing the energy of the Big Apple

34. and shopping
on 5th Avenue My h'..lsband could not wait to listen to jazz
music at the Vil-
lage Vanguard We stayed in a comfortable hotel on Long island
and took the
- PART 3 I Using What You H ave learned to Wr ite Argumen ts
Chapter 12 I Writing to Solve Problems
railroad into the city each day. When we returned home to
Cal!fornia, ther e
was a voicemall message from our bank ask ing us to contact
them regard ing
possible fraud on our account I went onhne to view our bank
account and
discovered. to my horror. that hundreds of dollars were missing
. I informed
my bank that the transactions were indeed fraudulent My
husband's debit card
had been skimmed as well. We later discovered that both of our
cards had
been skimmed at the restaurant of the ho tel where we had
stayed . Thieves had

35. caused the excitement from our vacation to be replaced by anger
and shock
What Consumers Can Do
Consumers can consider severa: possible solut10ns to this
problem. Each of 7
these options has advantages and disadvant ages. as indicated
by the following
review a n d table
The U.S. Secret Service suggests paying
close attention to card readers.
Although it is impo rtant to know what a tampered device may
look like. some card a
readers h ave no external modifications. such as the ones
removed from Lucky
grocery stores in Calitorrna Those units. which had internal
cameras and elec-
tronics added to the circuitry, were discovered by the grocery
employees during
scheduled machine maintenance only after the urnts were
opened In such cases.
the consumer would not see any difference in the external view

36. of the card reader
an d would not know if it had been tampe red with (U.S. Secret
Service, 2012)
A former skimmer suggests monitoring
your accounts using Mint.com
Convicted skimmer Dan DeFelippe (Crouch, 2011) now helps
the government 9
fight identity theft Although he makes an important point about
being vigilant
and monitoring all bank account activity. consolidating
accounts at Mint.com (a
Web site tha t manages money and monitors all of its users'
financial accou nts)
has its drawbacks. At Mrntcom, the user is required to provide
the user names
and passwords to all of the ir accounts, so this solution may not
be safe enough
for the con sumer even though the company claims they encrypt
the data stored
on their servers (Duffy, 20!3. Schultz. 2010). Providing pnvate
account log-in
data and passwords to an outside company makes sensitive data
vulnerable to

37. a breach. Furthermore. outside account consohdation services
do not protect
consumers dnectly from card skimming during poi nt-of-sale
purchases.
The Federal Trade Commission promotes consumer education.
The Fede ral Trade Commissio n has an informat1ve Web site
(wwwidenti tytheft.
gov) that offers consumers a wide range of helpful informatlon .
However. if credit
or debit cards have been compromised due to skimming of
digital card readers,
A Writer Achie ves Her Goa l PART 3 I Using What You Have
Learned to Wr ite Arguments
the FTC offers assistance only after the consumer r.as been nor
lied of the breach
by the respective financial institutions (Federal Trade
Comm1ss1on, 2015)
The Santa Clara Police Department suggests

38. shredding sensitive documents
The SCPD advises consumers to shred all paper items such as
bllls, rece ipts. 11
and bank statements, and to watch their mail carefully (C
Shapiro, personal
communication. February 12. 2012)
Wells Fargo Bank suggests message alerts delivered to your
e-mail or mobile device.
Wells Fargo Bank offers customers the most effective solution
to protect the1r 12
accounts The Rapid Alerts program offers consurr.ers free
message alerts dehv-
ered by e-mail or text. Alerts nonfy customers instantly of
unusual transac tions
to their accounts. This service empowers consumers to take
action should they
see unauthor,zed activity (M Ayala. personal communication.
February 4, 2012)
• Consumers can instantly detect fraudulent transactions and
take
immediate action

39. • Rapid Alerts identify the merchant, date, amount. and
location.
• Transactio ns ongmat ing from international locat10ns are
instantly iden -
ti5ed
• Consumers are instantly alerted of online purchases, ATM
withdrawa ls,
and telephone transactions
I think receiving message alerts is the best solution. However,
the follow- 13
mg table presents the benefits and costs of each solution.
Look for fake
card readers
Consolida te
accoun ts on
Mmrcom
You can choose not to
swipe your card if the

40. reader looks suspicious
The benefit is that your
Many card-skimming devices
are intema, and cannot be
seen externally, so the cost is
the risk of not identifying a
ca rd is not tampered with skimming devJCe
lf you do not swipe It
This solution offers one- This solution requ1res loss of
stop shopping. You can pnvacy and the security of
monitor al: your accounts your user names and pass-
on one site. wor ds; It carnes the risk of
breaching all your accounts.
(continued)
Here one of
De Medeiros'
classmates asked the
fo llowing question:

41. Why isn't the wmost
effective solution"
In with the other
solutions?
DeMedeiros
resp onded by placing
her "best solution" in
with the others.
Here one of DeMe-
de iros' classmates
wondered if the table
were placed in the
best spot:
I really like the way
you present Infor-
mation In this table
but is it in the best
place?
DeMedeiros moved
the table up to where
its placement made

42. more sense.
A classmate pointed
out that the word-
ing in DeMedeiros '
chart was confusing
because she ~eemed
to be saying the
same thing for both
cost and benefit.
DeM• JEiros clarified
her language so that
the benefit and the
cost were distinct
from one anothe r.
She also made sure
the benefit was posi-
tive and the cost was
negative.
-- PART 3 I Usi ng What You Have Learn ed to Write
Arguments Chapter 12 I Writing to Solve Problems

43. One of DeMede iros'
classmates asked:
These are Important
points. Is this the
best way to intro -
duce them?
DeMed eiros changed
her Introduction to
these points to make
it more formal.