Part 3 (Due 1/19/15) To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource. Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template. Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following: 1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria). 2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations. 3) Incorporate a description of the validity of the internal and external research. It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles. Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Refer to "NUR 699 Literature Support Holistic Assessment." Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section. NUR 699 – Capstone Literature Support Holistic Assessment Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right. Criteria 12 pts 24 pts 36 pts 48 pts 60 pts Literature Support Summarize the research support for the projects problem and proposed solution. Describe the search method. Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.

1. Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the
"Section B: Problem Description" assignment in Module 2.
Appraise each resource using the "Rapid Critical Appraisal
Checklists," available in the textbook appendix or electronically
on the textbook student resource CD-ROM. The specific
checklist you use will be determined by the type of evidence
within the resource.
Develop a research table to organize and summarize the
research studies. Using a summary table allows you to be more
concise in your narrative description. Only research studies
used to support your intervention are summarized in this table.
Refer to the "Evaluation Table Template," available in the
textbook appendix. Use the "Evaluation Table Template" as an
adaptable template.
Write a narrative of 750-1,000 words (not including the title
page and references) that presents the research support for the
projects problem and proposed solution. Make sure to do the
following:
1) Include a description of the search method (e.g., databases,
keywords, criteria for inclusion and exclusion, and number of
studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The
essential components of each study need to be described so that
readers can evaluate its scientific merit, including study
strengths and limitations.

2. 3) Incorporate a description of the validity of the internal and
external research.
It is essential to make sure that the research support for the
proposed solution is sufficient, compelling, relevant, and from
peer-reviewed professional journal articles.
Although you will not be submitting the checklist information
or the evaluation table you design in Module 3 with the
narrative, the checklist information and evaluation table should
be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found
in the APA Style Guide, located in the Student Success Center.
An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C:
Literature Support for your final submission. This will be a
continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first
submission of this portion of the assignment will be graded
holistically. In order to achieve the full points for the
assignment, all the criteria on the left must be met at the
competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and
proposed solution. Describe the search method.
Summarize all of the research studies used as evidence.
Describe research strengths and limitations as well as the
validity of the internal and external research.Provides

3. sufficient, compelling, relevant research from peer-reviewed
professional journals.
Lists the individual research support for the projects problem
and proposed solution without an in-depth explanation. Lists the
search method data without details. Analysis of the research
strengths and limitations is not outlined or outlined poorly. The
research support may not be relevant and/or may not be from
peer-reviewed professional journals. Reveals inaccurate
comprehension of material and lacks the ability to apply
information. Subject matter is absent, inappropriate, and/or
irrelevant. Surface errors are pervasive enough that they impede
communication of meaning.Inappropriate word choice and/or
sentence construction are used.
Lists the individual research support for the projects problem
and proposed solution without an in-depth explanation. Lists the
search method data identifying some but not all of the
databases, keywords, criteria for inclusion and exclusion, and
number of studies that fit the criteria. Ignores or superficially
evaluates the research strengths and limitations, draws
unwarranted conclusions. The research support may not be
relevant and/or may not be from peer-reviewed professional
journals. Displays a lack of comprehension but attempts to
apply information. There is weak, marginal coverage of subject
matter with large gaps in presentation. Frequent and repetitive
mechanical errors distract the reader. Inconsistencies in
language choice (register), sentence structure, and/or word
choice are present.
Provides a basic overview of the individual research support for
the projects problem and proposed solution. Minimally includes
any rationale, details and/or examples of the validity of the
internal and external research. Lists the search method data
identifying some but not all of the databases, keywords, criteria
for inclusion and exclusion, and number of studies that fit the
criteria. Conducts a surface level of evaluation of the research
strengths and limitations. Very narrow conclusions are
provided. The research support is relevant and from peer-

4. reviewed professional journals. Exhibits comprehension of the
material and clearly attempts to integrate and apply information.
All subject matter is covered in minimal quantity and quality.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Provides a complete summary of the individual research support
for the projects problem and proposed solution in a concise
manner. Describes the validity of the internal and external
research providing some detailed rationale. Describes the search
method identifying the databases, keywords, criteria for
inclusion and exclusion, and number of studies that fit the
criteria. Analyzes the research strengths and limitations and
provided direct, competent, and appropriate conclusions. The
research support is relevant and from peer-reviewed
professional journals. Demonstrates integrative and accurate
comprehension and applies information as appropriate.
Comprehensive coverage of subject matter. Prose is largely free
of mechanical errors, although a few may be present. A variety
of sentence structures and effective figures of speech are used.
Provides a detailed summary of the individual research support
for the projects problem and proposed solution emphasizing the
essential components. Describes the validity of the internal and
external research in-depth. Describes the search method
identifying the databases, keywords, criteria for inclusion and
exclusion, and number of studies that fit the
criteria.Thoughtfully analyzes and evaluates the research
strengths and limitations, drawing warranted conclusions.
The research support is sufficient, compelling, relevant and
from peer-reviewed professional journals. Demonstrates clarity
and specificity of comprehension and synthesizes all relevant
information. Coverage extends beyond what is needed to
support subject matter.
Writer is clearly in command of standard, written, academic
English.
Comments:

5. Practice in summarizing improves students’ reading
comprehension of fiction and nonfiction alike, helping them
construct an overall understanding of a text, story, chapter, or
article (Rinehart, Stahl & Erickson, 1986)
Summarizing is a strategy in which readers sort through the
information presented in a text in order to pull out and
paraphrase the essential ideas. It requires readers to determine
what is important, to condense this information, and to state it
in their own words (Harvey & Goudvis, 2007). For narrative
text, this strategy focuses on story elements; and for expository
text, the focus is on main ideas. In its synthesis of research, the
National Reading Panel (National Institute of Child Health and
Human Development, 2000) found that providing instruction in
summarizing helps students learn to identify main ideas,
differentiate important from unimportant ideas, and remember
what they read, both in free recall and in answering questions.
Doing summaries reinforces connections among the new ideas
students must learn and creates connections between new ideas
and prior knowledge. Teachers at times tend to believe that
summary writing is easy, and students should be able to do it
without being taught; teachers will sometimes make an
assignment to “read and summarize the article,” for example,
without much direction
A summary written for content area reading has four defining
features: (a) It is short, (b) it tells what is most important to the
author, (c) it is written "in your own words," and (d) it states
the information "you need to study." We can make this powerful

6. learning strategy available to high school and college students
by teaching students to think about the passage and relate the
ideas to one another to construct a summary rather than select
sentences from the passage.
Summarizing requires students to comprehend, analyze, and
synthesize ideas. This is not just spitting back an answer! The
reader processes text in one form, makes judgments about the
ideas, and restates the text in a new form. This requires higher
level thinking. A summary is a shortened version of an original
text. A summary should include all main ideas and important
details, while reflecting the structure and order of the original.
How to Teach Summarization
Teaching summarizing is no small undertaking. It’s one of the
hardest strategies for students to grasp, and one of the hardest
strategies for you to teach. You have to repeatedly model it and
give your students ample time and opportunities to practice it.
Critical components to students’ understanding of the overall
process of summarizing text: 1) pulling out main ideas, 2)
focusing on key details, 3) using key words and phrases, 4)
breaking down the larger ideas, 5) writing only enough to
convey the gist, and 6) taking succinct but complete notes.
When using the strategy of reciprocal teaching, the teacher and
students take turns modeling summarization. With this
technique, students are provided with many opportunities to
observe others summarizing and also to participate in creating
their own summaries.
It is critical for students to be able to evaluate the effectiveness
of their summaries. Reading Skills Important to Summarization
· Conflict/Resolution
· Character Differences, Goals, and Motivations
· Main Ideas and Details
· Making Generalizations

7. The idea is to give students a chance to summarize some key
ideas, rethink them in order to focus on those that they are most
intrigued by, and then pose a question that can reveal where
their understanding is still uncertain. Often, teachers use this
strategy in place of the usual worksheet questions on a chapter
reading, and when students come to class the next day, you're
able to use their responses to construct an organized outline, to
plot on a Venn diagram, to identify sequence, or isolate cause-
and-effect. The students are into it because the discussion is
based on the ideas that they found, that they addressed, that
they brought to class.
What is Summarizing?
Summarizing is the ability to produce a condensed version of
information. The summary includes only important elements and
retains the order of the original information.
Why is Summarizing Important?
Students' written summaries provide an excellent source for
assessing students' understandings of summarizing.
Summarizing is important because it benefits both the teacher
and student.
For the student
- it provides an opportunity to communicate what is important
- it serves as a way to check understanding
- it provides practice in decision making and sequencing
For the teacher
- it provides evidence of the student’s ability to select important
information
- it is an informal indicator of comprehension
- it reveals a student’s ability to prioritize and sequence
Rinehart, S.D., Stahl, S.A., & Erickson, L.G.(1986). Some
effects of summarization training on reading. Reading Research
Quarterly, 21(4), 422-435.