Responsibility of All Health Care Professionals
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Responsibility of All Health Care Professionals
APA Assignment Instructions
Attached you will find the following sections of a formal paper written using APA format:
- Title Page
- First two pages of Chapter 1
- Reference List
Unfortunately, this paper contains multiple common formatting errors. To complete this assignment, you must correct the errors in each of the above sections and return the assignment for evaluation. Errors include omissions as well as commissions. For example, when looking at the title page you want to observe for omission errors by checking to see that all necessary components have been included and commission errors by determining whether or not the information that has been provided is in the right place on the page. If you do not have a copy of the 6th Edition of the APA Manual, you can use one of the APA Web sites listed in Module 5.
Please note: This assignment only contains selected sections of a formal paper. Other required sections (for example, a table of contents) have been omitted. For the purpose of this assignment, you only need to address the sections provided. You also do not have to correct any grammar errors you may find.
Writing for Publication
Writing for publication is more than opportunity for professional development. It is a responsibility of all health care professionals. Unfortunately, many health care professionals, especially those outside of academia are unfamiliar with the publication process. The purpose of this paper is to provide a detailed description of the publication process from conception of the idea through actual publication. The topics addressed include finding a publishable idea, finding the right journal for publication, contacting the editor and preparing and submitting a manuscript. The paper will also discuss actual and perceived obstacles to publication.
In this world of evidence-based practice, it is becoming more and more important for health care professionals to share their clinical successes and their failures. Health care professionals have a responsibility to themselves, their colleagues and their patients to read what others are saying, to evaluate the relevance of what they are reading and to write so that their successes can be implemented by others. The opportunities to be published are growing every year. “In the past two decades there has been a phenomenal rise in the number of peer reviewed publications, either as paper-print or as online journals, and this has been in response to the growing demand for information, research activity and the necessity to apply empirical findings to the delivery of patient care (Albarran, J. & Scholes, J. 2005, page 72)”.
For the novice writer, writing for publication can appear to be a daunting task and many fears that they haven’t the time, skill or experience to undertake the challenge (Albarren, J., & Scholes, J. 2005; Doyle, E., et. al., 2004). However, writing for publication is not the “Mount Everest” most fear and the process is one that can be learned. Although writing requires a commitment, it is a doable task that can be enjoyable and rewarding.
Making the decision to try your hand at publication is the first hurdle. Once the decision has been made, an idea needs to be formulated and a work plan established. When choosing a topic, experts agree that you should begin by writing about a topic that you know well (Cook, R. 2000). “Ideas for a journal article are everywhere. Start with your area of practice. Think about the type of work you do, the types of clients you work with and the things you do well. For example, if your colleagues always ask for your advice on how to handle a particular situation, maybe you want to write about it. If your unit is known for the work it does with a particular type of patient, you may have publishable information to share (US Department of the Health Professions, pages 22-23). First time writers sometimes choose to write with another person. Even if you want to write alone, it may help to brainstorm with a colleague to come up with some ideas to consider.
Albarran and Scholes (2006) suggest that before you go too far down the path, you think about the type of journal, magazine or newsletter you want to publish in. The information you will provide and your writing style will vary depending upon the audience. In addition, you will want to review recent issues of the publications to see what topics have been covered over the past year. You may not be able to get an article published if a similar topic was recently covered. In addition, by looking through publications you may find a call for articles on a particular topic for a special focused edition of the publication. Once you think you have found the right publication, it is important that you check with the editor (Griffin-Sobel, J. 1999). By providing a brief description an editor can tell you if there is interest in the topic and may be able to provide further direction that will result in an acceptance of your manuscript.
Writing takes time and commitment and it is easy to put the manuscript away and never pick it up again. Therefore, once you have made a commitment to write an article, prepare a work plan and timeline for yourself. This simple strategy will greatly improve the likelihood of your success. In addition to establishing deadlines, you should think about and plan for when and where you will write and where you will find the resources you will need to write the article. For example, you may need to include a reference list or pictures. Pick a place and time where you can write undisturbed. Make sure your timelines is consistent with any deadlines you may receive from the editor…a manuscript that is late, may not get published.
Albarran, John W., & Scholes, Julie (2005). How to Get Published: Seven Easy Steps. British Association of Critical Care, Nursing in Critical Care, 10(2), 72-77.
Cook, Ralph. (2000). The Writers Manual, Oxford: Radcliff Medical Press
Doyle, Eva J, Coggins, Claudia, & Lanning, Beth (2004). Writing for Publication in Health Education. American Journal of Health Studies, 19(2), 100-109.
Duncan, Sarah Smith. Writing for Publication. (Retrieved from the World Wide Web 10/27/06 at http://www.library.jhu.edu/researchhelp/general/publishing.html )
Griffin-Sobel, Joyce (1999). Writing for Publication, Clinical Journal of Oncology Nursing, 9(1).
Sheriden Libraries. Writing for Publication: Tools for Getting Started. (Retrieved from the World Wide Web 10/27/06, at http://www.library.jhu.edu/researchhelp/general/publishing.html)
St. James, Deborah (2001). Writing, Speaking & Communication Skills for Health Professionals. New Haven: Yale University Press.
US Department of the Health Professions, (2002). Washington DC, Professional Development: Writing for Publication. (Publication Number DHP365-Y)
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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