Enhanced synthesis paper

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Enhanced synthesis paper


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General Requirements:

  • Locate the Synthesis Paper you completed in Topic 5.
  • Locate and download “Enhanced Synthesis Paper Template” from the Course Materials for this topic.
  • Locate and download “Enhanced Synthesis Paper Resources” from the Course Materials for this topic.
  • Review the articles by Baker and Pifer (2011), Gardner (2009), and  Smith and Hatmaker (2014) located in the Course Materials for this  topic.
  • This assignment uses a rubric. Review the rubric prior to beginning  the assignment to become familiar with the expectations for successful  completion.
  • Doctoral learners are required to use APA style for their writing  assignments. Review the GCU APA Style Guide for Writing located in the  Student Success Center.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.


Select and read two articles from the Enhanced Synthesis Paper Resources list located in the Course Materials for this topic.

Locate the Synthesis Paper you completed in Topic 5. Using the  feedback provided by your instructor and information from the two  additional articles you selected, write an Enhanced Synthesis Paper with  Reflection (1,250-1,800 words). Include the following in your paper:

  1. A Reflection (250-300 words) that discusses your revision process  and how you incorporated your instructor’s feedback into the revised  version. Similar to the format of an abstract, this section will receive  its own page following the title page and preceding the Introduction.
  2. An introduction that includes a brief description of each article  and its purpose, identifies the three themes that emerged from your  reading, describes how they will be discussed in the paper, and presents  a clear thesis statement.
  3. Support for your identified themes with evidence from each article.  Provide analysis of these findings to strengthen your narrative.
  4. A discussion of the conclusions that can be drawn when the articles  are taken together as a single entity. What is the overall message of  the group of articles?


College of Doctoral Studies RES-811 Topic 7 Synthesis Resources

Learners will be asked to select two articles from the list below to strengthen the synthesis for the Topic 7 Enhanced Synthesis Paper. Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827. Beauchamp, C., Jazvac-Martek, M., & McAlpine, L. (2009). Studying doctoral education: Using Activity Theory to shape methodological tools. Innovations in Education & Teaching International, 46(3), 265-277. Bieber, J. P. (2006). Conceptualizing the academic life: Graduate student’s perspectives. The Journal of Higher Education, 77(6), 1009-1035. Colbeck, C. L. (2008). Professional identity development theory and doctoral education. New Directions for Teaching & Learning, 2008 (113), 9-16. Foot, R., Crowe, A., Tollafield, K., & Allan, C. (2014). Exploring doctoral student identity development using a self-study approach. Teaching & Learning Inquiry The ISSOTL Journal Teaching & Learning Inquiry, 2(1), 103-118. Gardner, S., Jansujwicz, J., Hutchins, K., Cline, B., & Levesque, V. (2014). Socialization to interdisciplinary: faculty and student perspectives. Higher Education, 67(3), 255-271. Malfroy, J., & Yates, L. (2003). Knowledge in action: Doctoral programmes forging new identities. Journal of Higher Education Policy & Management, 25(2), 119-129. doi:10.1080/1360080032000122606 Noonan, S. J. (2015). Doctoral pedagogy in stage one: Forming a scholarly identity. International Journal of Educational Leadership Preparation, 10(1), 2-28. Switzer, V. (2009) Towards a theory of doctoral student professional identity development: A developmental networks approach. The Journal of Higher Education, 80(1), 1-33. Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656. Running head: ENHANCED SYNTHESIS PAPER Enhanced Synthesis Paper Student A. Sample Grand Canyon University: RES-811 1 ENHANCED SYNTHSIS PAPER 2 Reflection This assignment requires a Reflection Section (250-300 words) addressing your revision process and how you incorporated your instructor’s feedback into the revised version. This section will receive its own page (similar to the format of an abstract). It will be located after the title page and before the Introduction. ENHANCED SYNTHSIS PAPER 3 Title The title does not receive bold font, but the rest of the headings do. Provide an introduction that includes a brief description of each article and its purpose. Identify the three themes that emerged from your reading and how they will be discussed in the paper. Conclude the introduction with your thesis statement. Theme One Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative. Theme Two Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative. Theme Three Support your identified theme with evidence from each article and provide analysis of these findings to strengthen your narrative. Conclusion Provide a conclusions that can be drawn can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles? The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, ENHANCED SYNTHSIS PAPER information from a website). The examples on the following page include examples taken directly from the APA manual. The word Reference does not receive bold font. 4 ENHANCED SYNTHSIS PAPER 5 References American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin. Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/02786133.24.2.225 U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/ health/prof/asthma/asth_sch.pdf Running head: DOCTORAL SYNTHESIS WORKSHEET Doctoral Synthesis Worksheet Jennifer Coetzee September 18, 2019 Grand Canyon University-Res/811 1 2 DOCTORAL SYNTHESIS WORKSHEET Synthesis Worksheet Introduction Disciplinary culture is a vital context for one to succeed in doctoral education (Gardner, 2009). Smith & Hatmaker (2014), conducted a research to examine the preparations that doctorate students are put Capture interest: through regarding issues concerning public affairs. The authors also investigated the socialization traits of doctorate students based on their professionalism. As a way of achieving detailed research, the authors examined the interpersonal social relation among doctorate students and how they develop a professional identity. They further examined the approaches used by doctorate students to transfer to liberated intellectuals. Under this section, the authors emphasized on the vital changes these students Context: undergo and the resulting experience. The stage of transition from independence to dependence falls under the second stage (Baker & Pifer, 2011). In their study, Baker & Pifer, (2011), looked at the link between student identity and their career development process within the period of vital change. In their study, three major themes emerged. The theme of academic Statement of common themes: achievement, relationships, and professional distinctiveness. 3 Doctoral Pedagogy The relationship between doctorate academics has a significant effect on their change to being independent specialists. This is because the Thesis statement: relationship allows them to succeed academically and also have good interactions in their profession (Gardner, 2009) Theme One: Academic Success The researchers placed more emphasis on relations and connections as an Baker and Pifer (2011): essential tool. The results of the study proved their claim that identity improvement and learning outcomes have to occur as the scholars interact. Gardner shows how identity improvement helps one to transits from Gardner (2009): becoming a knowledge consumer to being the sources of knowledge. Doctorate students get exposed to learning environments that value academic and scholarly success at the time they start their doctorate Smith and Hatmaker programs. As a result, they develop new identities as time goes by. This (2015): identity determines whether or not they continue with their doctorate programs. Theme Two: Relationships 4 Doctoral Pedagogy The authors found out that apart from promoting academic excellence, the relationships prepared the students to succeed in life. This is so because Baker and Pifer the student has the opportunity to discuss a wide variety of skills in life (2011): and works plans. These relationships also enhance One’s probability of having job connections. From his study, Gardner realized that developing social relations with one’s peers under the same profession greatly improves their chances of Gardner (2009): excelling in academics. Further, Gardner found out that appropriate connections between the professors and the students were crucial during the transition period The duo found that appropriate relationships are vital aspects in the doctoral program since it enables the learners and their mentors to openly Smith and Hatmaker (2015): Theme Three: discuss valuable aspects of the faculties, enabling the student to identify and emulate role models. Professional identity Most doctorate students strive to develop characters that will qualify them Baker and Pifer as upcoming scholars as they undergo the second stage of change. The (2011): study shows that academics undergo identity changes while trying to participate in community-based activities and job seeking. 5 Doctoral Pedagogy Gardner learnt that during the later stages of the dissertation, the strength Gardner (2009): of peer relations becomes weak since they start shifting in order to attain new professional identities. Smith & Hartmaker opine that social relations affect professional distinctiveness in different ways. For example, formal and informal work Smith and Hatmaker (2015): training improve professional uniqueness through the expertise one gains in a specific profession. Academics in public administration sectors have investigated and established how doctorate students can be made into academically successful professionals and the significance of their relationships with their mentors. They determined that the relations between the students Statement of Conclusion and their mentors, colleagues, and professors are essential for them to become independent persons in the future. That is because, these interactions allows them to acquire new skills and experience, which helps them become better professionals in the future. 6 Doctoral Pedagogy References Baker, V., & Pifer, M. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5–17. Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. Review of Higher Education, 32(3), 383-406. Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564. Course Code RES-811 Class Code RES-811-O509 Criteria Criteria Percentage 100.0% Introduction 10.0% Description of the Evidence to Support Common Themes 40.0% Conclusion 10.0% Synthesis and Argument 10.0% Thesis Development and Purpose 20.0% Mechanics of Writing 5.0% APA Format 5.0% Total Weightage 100% Assignment Title Synthesis Worksheet: Doctoral Identity Unsatisfactory (0.00%) An introduction is either missing or not evident to the reader. A description of the evidence to support common themes is either inappropriate, missing, or not evident to the reader. A conclusion is not presented. No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources. Paper lacks any discernible overall purpose or organizing claim. Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Required format is rarely followed correctly. No reference page is included. No in-text citations are used. Total Points 150.0 Less than Satisfactory (73.00%) An introduction is present, but incomplete or illogical. A description of the evidence to support common themes is present, but inaccurate or illogical. A conclusion is presented, but incomplete or illogical. Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. Satisfactory (82.00%) An introduction is presented, but does not contextualize the topic well. A description of the evidence to support common themes is presented, but is cursory and lacking in depth. A conclusion is presented, but it does not include an overall summary of themes found in the articles or does not connect well to the thesis statement. Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Thesis and/or main claim are apparent and appropriate to purpose. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. Good (91.00%) An introduction is present and adequately contextualizes the topic. A description of the evidence to support common themes is present and thorough. A conclusion is presented and includes an overall summary of themes found in the articles and reasonably connects to the thesis statement. Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. 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. Required format is used, but minor errors are present (e.g. headings and direct quotes). Reference page is present and includes all cited sources. Documentation is appropriate and citation style is usually correct. Excellent (100.00%) An introduction is thoroughly presented and vividly contextualizes the topic. A description of the evidence to support common themes is thoroughly presented with rich detail. A conclusion is thoroughly presented including an overall summary of themes found in the articles and is strongly connected to the thesis statement. Synthesis of source information is present and scholarly. Argument is clear and convincing presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. Writer is clearly in command of standard, written, academic English. Comments Thank you for your introduction. Here are some suggestions for improvement overall: I recommend opening with a paraphrased statement from outside research. Your context needs to be an introduction of the articles (no titles) and Good evidence. For the paper remember you only get 1250 words for the paper. Paraphrase the evidence, don’t use quotes, for the paper and use only the most important evidence. Also, for the paper you will need to identify how the Good start to your conclusion. Be sure to add some support to your conclusions to give authority to your tone. Here is a great resource about conclusions: http://writingcenter.unc.edu/handouts/co nclusions/ For the paper, you will not be giving a summary of the articles. Instead you will need to “Synthesize” the material from the articles to support your themes. You are not just reporting, but putting it all together about the topic. Here are some Your thesis statement could be improved. A thesis statement is one sentence that makes an assertion about a topic and predicts how the topic will be developed. It does not simply announce a topic: it says something about the topic. • Tips and You have a nice start to your academic writing. Here is a website to help with composition skills: https://www.uvu.edu/english/writingprogram/composition-skills.html and this site will help improve your academic Good job! Before Week 5, please review APA formatting of papers. Here is a link that will help you make your Word The document is correctly formatted. In-text citations and a processing default to APA standards. reference page are complete and correct. The documentation http://www.bchs.edu/files/u41/Setting_u of cited sources is free of error. p_the_6th_Edition_APA_Paper_Revised_0. Points Earned 15.00/15.00 54.60/60.00 13.65/15.00 15.00/15.00 30.00/30.00 6.83/7.50 6.83/7.50 141.90/150.0 Running Head: SYNTHESIS PAPER 1 Synthesis Paper Jennifer Coetzee Grand Canyon University-RES-811 October 01, 2019 Running Head: SYNTHESIS PAPER 2 Synthesis Paper: Doctoral Identity These three articles have taken into consideration the broad spectrum of knowledge related to doctoral studies, and the main focus is to assist the students in becoming independent researchers along with the importance of relationships among the faculty members. The methodology to be followed in the construction of professional identity construction is also discussed. The first article discusses the general education, classroom, coursework, along with the transition students show as they start critical thinking and develop the relations among the professors. The second article provides the faculty’s perspective to measure the student’s success like having an idea about how competent the students are apart from the fact that they have got their degree and scored a good GPA. And how important is for students to involve with faculty members. The third article includes the preparation process, which is a perilous step that the faculty can take to efficiently formulate the students to become industrious scholars. Also, communication development is taken into consideration. The themes which are discussed in this paper include Sociocultural perspectives of learning and developmental networks, Transition and identity development and procedures and structure to facilitate the student’s success. Still, more research needs to be carried out to know about the current deficiencies and how they are affecting the student’s performance and creating barriers in their way of being a successful researcher and industrious scholar. Academic Success Many professional and educational changes are said to have occurred as the result of graduate training being given in the medical institutes around the globe. Trained graduates should use their knowledge of expert areas and train other undergraduates in their mastered fields. As per an examination conducted by Hall, he observed the developmental perspective of the students during the candidacy or qualifying exam, which requires the students to show the mastery of Running Head: SYNTHESIS PAPER 3 content they have studied in order to pass it. (Baker, 2011)It was seen that the students wanted to see themselves as future faculty members even if they don’t pass the exam. Also, the syllabus learned in the course should be mastered to make them industrious scholars so they can implement it in real-time to benefit the society and to get an actual outcome from the time and efforts one has invested over the past 4-5 years to master the specific knowledge. (Gardner, 2009) Graduated scholars are expected to demonstrate the skills they have learned in their past few years so that their juniors can learn from them. Those students who sought help from the faculty members and had good interaction with them were more comfortable to present themselves as a member of the academic community. (Smith, 2014) Relationships Undergraduates must understand how they are expected to perform in their study years, what they are capable of doing, what their potential is and how to perform their role in an adequate manner. They learn from their professors and try to be like them as Hall’s examination discussed before. (Baker, 2011)This is known as role modeling which isn’t limited just to master the technical skills but also includes mastering the organizational, normative, political and social information linked with the organization and that specific role which one wants to achieve. As per Walker’s discussion, just mastering the subject is not sufficient. One must know how to form the scholars along with the knowledge of resenting oneself as a member of faculty, to treat others better and to fulfill the ethical standards and norms so one can present himself as a best-suited person for a required position. (Gardner, 2009) Students are well aware of the fact that with the passage of time, they are transitioning from students to scholars, and they have to balance multiple roles which are quite often confusing for them. In such a case they rely upon the advanced members of the community while struggling with the isolation and ultimately with the passage of time, they Running Head: SYNTHESIS PAPER 4 feel confident in themselves and begin to manage their roles both as students as well as scholars. Also, the lack of people to rely upon can cause major issues for the undergraduates in this stressful process. (Smith, 2014)The feeling of resentment can often occur if the students think they are not being given the required attention. Also, they should depend upon the faculty members as they are the only people to invest in them. Student’s Success It is also crucial for the faculty member to understand and plan the requirements for the undergraduates. This is a must to do thing as every department wants their students to get the best jobs available out there right after the graduation, demonstrate the professional growth opportunities and mentoring towards the job market and job search market is imperative. (Baker, 2011) Also, if a faculty expects certain behavior from the student, they should exhibit such behaviors first and guide their students about how they should behave. As per the conceptualization of success, if the student observes the balancing if teaching along with the research in his professor, he might actually be able to demonstrate it himself in no time. (Gardner, 2009)Also, the students should be made realized the importance of collaboration and networking to get the most out of them. The skill to be an effective collaborator is necessary for any institution type and for any academics. Students with higher collaborative and communication skills are most likely to get success in the early stages. As Goffman said, those undergraduates who do not understand the importance of collaboration undergoes difficult times while transitioning from student to scholar. (Smith, 2014) Conclusion Running Head: SYNTHESIS PAPER 5 Doctoral studies are crucial in the modern world as the lives of human being relies on it. So, such studies should be taken seriously, and the students should be aware of every important aspect of their field, which they will have to serve. They should know about the sociocultural perspective of learning, the transition they would have to face while becoming scholars from students along with the responsibilities to become a better industrious professional in the near future. Also, the academic institutes should follow up and update their learning processes and structures to make their students experts in their relevant fields. Running Head: SYNTHESIS PAPER 6 References Baker, V. &. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5–17. Retrieved from https://eds-a-ebscohost-com.lopes.idm.oclc.org/eds/detail/detail?vid=0&sid=0fa493c974ad-4c5d-a0d1Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. Review of Higher Education, 32(3), 383-406. Retrieved from https://lopes.idm.oclc.org/login?url=https://search-proquestcom.lopes.idm.oclc.org/docview/220855890?accountid=7374 Smith, A. E. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& db=edsjsr&AN=edsjsr.24369837&site=eds-live&scope=site