UCF Library Nursing Research Guide Edit

Cassandra Baker

Baker 1

Initial Individual Overview

PURPOSE/AUDIENCE This document exists to aid Nursing students in research. At the top it claims, This Libguide is designed to help UCF Nursing students enrolled in NUR3165 identify, understand, and effectively use relevant electronic sources, including eBooks and article databases. It primarily explains the library system and attempts to familiarize students with available research options and techniques. The guides intended users are higher level Nursing students, but any Nursing student could be expected to use this guide, as could the Nursing professors. The guide focuses on distance learning students as can be seen in Practice 1 and the third section under Finding Articles about Interlibrary Loans. The informational tabs arent as focused on Nursing students as the Practice exercises are. Anyone could use and follow the informational sections, but the Practice exercises are very specific and could easily confuse any users who arent in the nursing program. Their specific nature will make them much more useful to Nurisng students, and it might be beneficial to make the informational tabs just as specific to the intended audience.

STAKEHOLDERS This guide serves to connect many different users to a variety of publications. Each publication connected to the UCF library has a stake in this guide, but it is likely that health, nursing, and psychological journals will be most affected, as well as the databases that store and sort them. The guide affects who will be accessing these publications and what they will be searching for. It will also affect the library staff and those who create and run the systems used by the library. By teaching the students how to interact with these systems and referring them to

Baker 2 the staff for help, it involves the entire group of people who operate and run these systems. Other stakeholders include professors who are assigning research projects to these students. They may be relying on a guide like this to give their students the right information and teach them how to choose articles and cite properly. Practice sections 1 and 2 contain most of this information and would be vital.

OVERALL IMPRESSIONS Overall the document is concise and helpful. The practice examples are clear, complete, and audience specific while the informational tabs are simple and focused. The practice examples are the real strength of this document and it would be beneficial if they were more consistent. The layout tends to vary between practice sections and they give the impression that they were written by different authors. The informational tabs are successful at giving only the necessary information without overwhelming users, but could possibly be consolidated. There was some redundancy in talking about Interlibrary Loans and a few of the other sections were sparse in information, particularly Finding Articles section 1.

INITIAL SUGGESTIONS My first concern in correcting this document would be making the Practice sections more uniform. Practice 2 is busy and inconsistent. The pool ball numbers dont make a lot of sense, especially because they arent found in the other sections. Practices 1 and 3, however, are very basic and simplistic. The visual interest could be toned down in Practice 2 and enhanced in the other Practice sections and the informational sections. This guide mentions that it caters to a certain Nursing research assignment so, if the goal is to help Nursing students through this

Baker 3 particular assignment, I would like to know what the assignment is and encourage the authors to put more of a consistent emphasis on it throughout the guide. Consolidation of information tabs would also be a good idea. There tends to be some redundancy in the tabs which can cause users to lose interest quickly.

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Initial Group Overview

PURPOSE/AUDIENCE The Nursing 3165 library guide is, according to the home page of the guide, designed to help UCF Nursing students enrolled in NUR3165 identify, understand, and effectively use relevant electronic sources, including eBooks and article databases. The libguide is intended to help introduce students to the research tools available to them through the UCF library, and demonstrate how to navigate the UCF Librarys online database. The document fulfills the intended purpose through step by step instructions to the primary audience, which communicate the correct method to conduct research through the database, as well as how to properly cite the sources that they find. The primary audience is students enrolled in the NUR3165 class, especially those students enrolled in the class that have never used the UCF library system to complete project and research assignments before. Additionally, the guide takes special care to consider the needs of distance learning students by including helpful information on library services they can take advantage of, like interlibrary loans.

STAKEHOLDERS The writer of the document is a member of the library staff, who presumably is creating this guide on behalf of the library to serve the audience, which would be nursing students who are taking the NUR3165 course. There are three major groups that have interests that should be considered, beyond the writer-audience relationship. The first group is the instructors of the NUR 3165 course, who teach the students that this guide was created for. Professors will rely on this guide to help the students choose articles and cite properly, otherwise the professors might have to teach this information and use up valuable class

Baker 5 time. However, there is no clear reference to any professors who might have contributed to the development of the guide. Instructors should have a part in the creation of the libguide, because they would have valuable understanding of what types of resources the students will be using for their research and what types of citations will be expected for their reports. The second party that should be represented in the guide is the authors of the publications that students will be referencing. The creators of these works should be recognized with reminders to the users of the guide about the importance of including proper citation of materials used in research papers. This guide appropriately addresses this need by including information on how to format citations properly within the Citations tab. Finally, this guide will affect the UCF library, who maintains the databases that the students will be using. By correctly teaching the students how to interact with these systems, this guide provides a service to the students on behalf of the library staff. The libguide fulfills that service, by including a wealth of detailed information about getting the most out of the library database.

OVERALL IMPRESSIONS The guide attempts to provide a great deal of helpful information in the form of step by step instructions. These steps are typically very detailed and can be followed without difficulty. Included along with the textual descriptions, there are many screen shots that accompany the text and provide a visual aid, which is an excellent addition to the text descriptions. There were problems within the text, including some redundancies in talking about interlibrary loans, and some sections that were lacking in detail (Finding Articles 1). However, the main issue is not the information itself, but how the information is arranged. The organization tabs, which separate the sections, are formatted in different ways, some with drop down menus, and some without.

Baker 6 This provides some difficulty in navigating the website. Within the sections, the text and graphics are cramped together, and are not easily separated at first glance. The text/graphic issue presents major trouble for the reader by decreasing the clarity of the instructions.

INITIAL SUGGESTIONS The libguide has done a good job providing information. The primary issue with the document is how the information is organized. The first and probably most needed change is some additional spacing in between the graphics and the preceding/following text, to visually separate them. The text and graphics tend to run together, and this confuses the reader, especially because there is text within the graphic. Readers organize the information they see into schemata, and that is how they comprehend what they are reading. Documents should aid in the readers comprehension, by having identifiable sections of material, so that the reader knows how each section relates to the overall concepts. To help create a more discernible difference between those two elements, the guide should have some kind of referencing system, to link the images to the text. An example would be a label called Object 1 which would be placed just above the first graphic. The text would reference the graphic by including (see Object 1). The tabs that identify each section should be overhauled as well. The Practice tabs do not have drop down menus, which might confuse the reader who has been navigating through drop down menus on other tabs. One way this change could happen is through a consolidation of the practice tabs into a single tab which has drop down items for each section appropriately.

Baker 7 The guide does briefly mention at the beginning that this guide is a part of some module for a class. However, its is unclear how each section of material relates to the assignment or what the assignment is. The writer must be contacted for clarification about this.

Baker 8

Secondary Individual Analysis

INDIRECT AUDIENCES English is my first language, but there is a good chance that it is not the first language of many of the students interacting with this guide. Readers using this guide to take a quiz or assist in research will want to move through it quickly and find information easily. This can be more difficult for people who do not initially think and communicate in English. These users may want a guide with more illustrations or that uses simple and direct language. They might also be interested in how to search for foreign language materials, giving them a wider range of materials and an advantage in research.

STRUCTURE There is a tendency toward structural variation in this guide. While Practices 1 and 3 have horizontal panels, Practice 2 has vertical panels. Finding Articles 1 also has vertical panels while Finding Articles 3 has horizontal ones. Practice section 2 is consistently but strangely structured as an individual section. It is extremely busy and colorful. Its hard for one to focus on any given part of because all of the parts are closely crowded together. It might just be too much information for one section, and the method of organizing it is not consistent with the other sections.

AMBIGUOUS AREAS Most of this guide involves simple and straightforward instructions, but not every part of it is easy to understand. For instance, Now that you have your feet wet, let's explore three methods of possible search strategies for finding primary research articles written by a nurse in

Baker 9 CINAHL in practice section 2 part B might be confusing for some readers. It might be clearer to say Now that you are more familiar with this system, instead of Now that you have your feet wet. The latter is a more casual and culture specific way of speaking. This long section at the very bottom of Citing section 4 is also unclear: Important: Keep in mind that database generated citations are not always 100% correct, so be sure to
double check with the APA manual and your instructor. For example, URLs and database information (such as "Retrieved from CINAHL Database" or "Retrieved from EBSCOhost" or "Retrieved from http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com") are not necessary for APA (6th ed.) for journal articles found in subscription databases like CINAHL. (Note: This does not apply to regular websites, for which you still would need the list the URL.). Also, it is not necessary ( for APA format) to include the month for scholarly journal articles which are paginated by volume and issue. Again, database generated citations are not always perfect, so be sure to double check them.

The lack of punctuation, changes in font, and strange spacing make a simple helpful hint into a disjointed and confusing block of text. The highlighted section is especially unclear in that the thoughts in this long sentence dont appear to be complete. It would be helpful if this entire section was the same color and the warning was condensed, as it is redundant. The message also needs clarification.

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Group Correspondence with Client

Mr. Todd,

After reviewing your NUR 3165 library guide, weve found that it is a helpful tool for new nursing students. The information provided was relevant and useful. The first and most important question we have for you is what areas of the guide do you think need the most editing. How extensive an edit are you looking for? Are we permitted to make layout change suggestions? Are you looking for a comprehensive editor or a copy edit? After the initial analysis, we have found a few things we'd like to make suggestions about at this time. Our main concern is with the structure of the guide. Each tab seems set up in a slightly different manner. Finding Articles 3. Interlibrary Loan is the most dense of all the tabs, using large paragraphs and not many images. It also contains some redundancy. For example, the first paragraph states that the Illiad system is how students can "request to borrow books and retrieve electronic versions of journal articles." Then in the third paragraph states that Illiad can be used in "requesting articles, book chapters, conference papers" and Full Text articles. These are very similar sentences. We suggest reading through the tab to determine if there are any other excess words or instructions that could be trimmed out, or to see if the information could be provided in a more 'step by step' manner like the other tabs. Practices 1 and 3 are fitted with horizontal panels while Practice 2 has vertical panels, and Citing 4. Citing from EbscoHOST databases is right aligned with all the other tabs appear to be center aligned. Keeping the same, or similar, formatting for each tab would bring uniformity

Baker 11 to the guide and make it easier on students who may already be stressed and don't want to worry if they've accidentally gone to the wrong place. Our second concern is with terminology. In Practice 3, three items are listed: MEDLINE Ebscohost, PsycInfo, and Academic OneFile." It could be beneficial to clarify what these databases are used for so students know which ones they want in the future instead of only knowing to use them during the practices. Knowing their differences, such as the scope of materials referenced, would help the reader understand the significance of each. Finally, some clarification in syntax and sentence structure could be beneficial. One suggestion is from Practice 2. Right now it reads "Now that you have your feet wet." This wording, while more personal and possibly more engaging, may confuse students unfamiliar with the phrase or culture. It might be clearer to say Now that you are more familiar with this system." One last question from us. What exactly is the assignment that this guide was created to help complete and which sections must be absolutely kept? Be sure to let us know any specific questions you have as well or any section you would like more details about. We hope this is a beneficial overview for you and look forward to your future correspondence.

Rebecca Monaco, Cassandra Baker, Jonathan Haupt, Katherine Thomas

Baker 12

Third Individual Analysis

ILLUSTRATIONS 1. A) In Practice 2 there is a section called A note about the nursing research subject heading. The graphic in this section has very dull coloring and does not stand out. It is surrounded by a lot of writing that draws ones attention away from the image instead of toward the section. This section is small and pushed to the side, but is nonetheless important because it addresses a common error that users make. The graphic needs to be made larger and brighter in order to be easily readable. It exists as an important warning and needs to be memorable.

B) The images depicting the English Language checkbox and the Peer Reviewed checkbox in Practice 3 are not entirely necessary. They are included because images are helpful for the other steps, but in this case the instructions are clear enough. The pictures do not add to the content or clarity of the information. If kept, they must be moved more to the center of the page instead of tacked on to the edge. 2. Most of the illustrations are vital for understanding the material. They are entirely instructional and only a few may be unnecessary. The problem with the images lies more in the quality than the content. Most of the images could be made smaller, making them less obtrusive and better quality. They are also very light in color and are therefore hard to separate from the information. The size of the images makes the material appear to be much longer and more difficult than it is while the slightly blurry quality makes it harder to focus on the images.

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FONT 1. The font used in this document is the sans-serif font Helvetica and the size ranges between 10px and 12px. 2. I would be most concerned with standardizing headings and capitalizing them to draw more attention to them. This will help readers follow and organize the information in their heads. 3. The Citing 4 page needs to be shifted to left because it is off-center and English is read from left to right. Practice 3 Part B needs more white space because it is cluttered and hard to read. The eye doesnt know where it should start or move to. And, the dividing of the sections into separate blocks and columns is helpful in organizing the pages, but there should be a standard of either blocks or columns in order to prevent confusion and unify the document. 4. The leading is appropriate for this document, but the type size could be increased by about 2 points in order to make the font easier to read online and easier for the visually impaired to read. Its difficult enough to focus ones eyes on the computer screen without having to strain to read small type. Sections without columns also tend to have long lines that take a lot of moving back and forth across the page to read. Shorter lines would be easier to move through quickly.

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Third Group Analysis

ILLUSATRATIONS Practice 1: Image 1: The first image is the screen shot of how to search for books using OneSearch. It is clear, well organized and makes it easier for students to follow the instructions. The image is clear in the statement and instructions, but needs to be sharpened so that visually speaking it is clear for the reader to see.

Image 2: Further down in Practice 1 is a set of images to the right side of the page, publication date and source type screen shots. Organizationally speaking, they should come directly beneath the instructions they depict because students will logically want to read straight down the page, not jump around the document. Image 3: This image is the UCF Catalog Citation Option image. The image is formatted correctly, has a great typographic cue, and effectively responds to the needs of the reader.

Practice 2: Image 1: Screen shots of various search barsare tightly packed and too close to the text. Additional white space is needed to help the reader distinguish the overall flow of the document.

Image 2: In Practice 2, the main section begins with an image of a search bar, if the image were moved under a title or paragraph explaining what is going to be accomplished in this section, then the image would be more useful. As many of the images in Practice 1 have been laid out,

Baker 15 the image following the text is the best way to help students understand the purpose of each image and set of instructions.

Image 3: In the section called A note about the nursing research subject heading the graphic has dull coloring and does not stand out. It is surrounded by a lot of writing that draws ones attention away from the image. This section is small and pushed to the side, but is nonetheless important because it addresses a common error that users make. The graphic needs to be made larger and brighter in order to be easily readable. It might also help to widen the entire column to about 1/3 of the page.

Practice 3: Image 1: In Practice 3, there are many tiny images in the instructions, especially the ones that say English Language and Peer Reviewed. Showing the photo of just that option doesn't help the student find it any easier. These pictures do not add to the content or clarity of the information and should be removed.

Overall Quality and Suggestions: Overall the illustrations are helpful to the reader, but could be improved. They are vital for understanding the material and there is an excellent use of typographic cues throughout the document in the form of boxes with distinct colors and the use of arrows, indicating critical information to the reader. The problem with the images lies more in the quality than the content. They could both follow a more uniform organizational pattern and be sharper. Most of the images could be made smaller, making them sharper and less obtrusive. The size of the images

Baker 16 makes the material appear to be much longer and more difficult than it is while the slightly blurry quality makes it harder to focus on the images. They are also very light in color and are therefore hard to separate from the information. In addition to the major illustrations, there are also mini graphics. Some make sense, such as the light bulb (Practice 1) but others seem out of place, like the 8 balls in the headers of Practice 2. These mini graphics are misplaced and should be removed, because they do not contribute to the clarity of the document. Organizationally, Images should be placed under the information that they represent so that students are not required to shift their focus and attention away from instructions, look at the illustration, and then look back to the directions instead of moving their eyes in one fluid motion down the page. Perhaps labeling each image with the number that corresponds to the step in the instructions would be also beneficial. While moving the images, care should also be taken to keep them farther away from the text. The text of the screenshots blends with the actual text of the guide and with the text of other screenshots. The problem can be fixed with a greater use of white space between the text and screenshots, and some kind of border between separate graphics that are stacked together. This will help the reader visually identify the information quickly, enhancing readability.

FONT The font is size 12 sans-serif font that alternates between Arial and Helvetica.

Leading, type size, word spacing, and line length remain consistent throughout the document, but it would be helpful if the notes added throughout were 2 pts smaller than the main text, and the leading between lines could probably do with a slight increase if the author insists

Baker 17 upon including big blocks of text. Because the document is an online source, keeping paragraphs spaced, line lengths short, and leading a slight bit bigger is essential for readers to follow along easily and not hurt their eyes. One detail in particular is highly favorable in this document. The pages of the guide use one or two columns that fit the size of the screen width wise, which allows the user to simply scroll down to view the guide. This line length concept is subtle, but much appreciated from the readers perspective. However, the dividing of the sections into separate blocks and columns should be standardized to either blocks or columns in order to prevent confusion and unify the document. The Citing 4 page also needs to be shifted to the left because it is off-center and English is read from left to right. The only major problem with the font is coloring. Often, text is highlighted with various colors including red and at least 2 shades of blue. The text color changes so much it becomes confusing, and often it isnt necessary. Since much of the blue text is tips, perhaps the tips could be moved to a left column, and placed alongside the relevant material. There is plenty of unused space for the tips to go, and removing them from the main body of the text might clear up some of the clutter. Things that need to catch attention could be a larger font size and highlighted in red or yellow.

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Nursing 3165 Library Guide Style Sheet

Standard Font: Arial 12pt Automatic Terms that are to be searched or clicked on should be bold, but not italicized. Headings should be bold. Links should be blue. Notes and tips should be red.

Punctuation and Capitalization: Style: Layout Each section should be composed of approximately two vertical columns. Graphics should be centered under the text that they represent. Notes should be on their own separate lines. Numbers should be numerals. Emphasized text should be underlined, not italicized, or bold. Each word aside from a, an, the, for, of, and to should be capitalized in headings. Full-text must be hyphenated.

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First Markup

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Peer Review of a Colleagues Style Guide and Client Letter

Style Guide Textual Information: Lists: To create clearer instructions, a numbered or bulleted system may be used when the reader is told to click on an item, type in an item, etc. Notes or Hints may be added toward the bottom of the list. Consistency: Language, word and link formatting, and graphic images should all abide by a set of rules that remain consistent throughout the work. For example, instead of switching between quotations and boldface when indicating sections on a page to click, one should be chosen and stuck with. Instructions to Click quotations Instructions to Type boldface Headings boldface Notes and hints: red font, italicized Language: Idioms should be avoided, as they may be difficult to understand for non-native speakers. Opinions should be omitted, leaving only clear and direct instructions. Shorthand should also be avoided, as it can create a sense of vagueness in the piece. A system for spelling or word presentation should also be mandated to avoid confusion. Redundancy:

Baker 21 Phrases, words, instructions, and images all have a place and require due attention, but overstating can create reader irritation or a crowded webpage. Avoid using the image for Get Full Text each time its mentioned. Shorten explanations so that they are direct. Images: Example images that show where to find links and input locations should be maximized to the point of clear distinguishability, but not so much so that too much space is taken up by the illustration. They should be tacked to the right hand side of the page, beside the text it is describing.

Andrew Todd, MLS UCF Librarian

Dear Mr. Todd,

I greatly appreciate the opportunity to work with you on this assignment. The Practice 1 mark-up has been included as an attachment and is prepared for your review. Instructions available on various pages, such as those on Practice 1 EBSCO eBooks, may be better received if divided into bullet points and descending levels of information. For example, in Practice 2 Research Articles, much of the information is presented in a paragraph fashion, creating areas of confusion for readers. Explanations or elaboration on directions should have their own bulleted list, either with generic dots or descending digits that expand on one concept.

Baker 22 A conglomerate of detail, such as the addition exhibited in section G) of Practice 2, may be better received if at least separated from the instructions. Sections that may be eliminated completely would be where information is either restated or titles are unnecessarily reiterated. Additionally, short and concise sentences should be used even when elaborating on a particular segment of a tab. This keeps the readers attention focused on the step-by-step process listed. Areas of lengthy explanations can be noted in several sections, including the reminder at the bottom of Practice 3. As far as images, illustrations should be kept from interrupting text lines, as it draws from the fluidity of the message written. An example of this may be seen in Practice 2 just beneath the section first mentioning the Peer Reviewed check box option. If certain images were somehow situated to the right of the page or as an available link (i.e. See here [new tab link]) it could leave more room for valuable information. There are also some picture resolutions that are not consistent with associated images and are chopped into unnecessary pieces. For example, in Practice 2, the reader can see a section dedicated to the Research Article and Journal Subset check boxes. The screenshot has been downsized to compensate for space and relevance, but shortly thereafter a model explaining Method 1is incredibly oversized. What could take up much less space in the page becomes unnecessarily focused upon with only light step-by-step information given. If downsized, space availability would increase and the blurry, almost grainy texture of the image would decrease. The following image dedicated to Author Affiliation and Publication type seems to be larger still and has a decent amount of surrounding white space, but nearly overpowers the text above and below. These two incredibly large images bookend a screen capture that is nearly a fourth of

Baker 23 the quality. A set image capture size and quality should be mandated for any appropriate sections. Such small text strains the eye and does little to aid the coordinating step process.

Separately, when reviewing the Citing section of the guide, it was apparent that there was a widespread issue with bolding texts, links, highlighted information, and capitalization. In each section, including this one, there are several inconsistencies. For example: ebook or eBook in Practice 1 Check or Check in Practice 2 Search or Search in Practice 3. EBSCO or Ebsco in Citing

Each of these details may seem small, but are important when considering maintaining a consistent formatting system. Any other changes Ive noted in separate editorial review include minor corrections to increase consistency and reduce redundancy. These can all be noted in the attached Style Guide and seen in the scanned Practice 1 example. Again, thank you so much for your time and the opportunity. I wish you all the best with this guide. Sincerely, Alexandra Serra For the Practice 1 Exercise: Numbering the list of instructions is a great idea, and makes the entire exercise much clearer. Your edit also seemed to follow your style guide consistently. You paid attention to the details, and I agree with your suggestions for moving and minimizing the images. You could make better use of the editing systems and symbols found in the book. Overall great job!

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First Track Changes*

Practice Exercise 2 - Part A: Finding Nursing Research Articles in CINAHL

Part A - Find a nursing research article related to prostate cancer screening in CINAHL using Subject Headings and other limiters.
From the CINAHL Advanced Search screen, type prostate cancer in the first box. Check the Suggest Subject Terms box. Note: Using a thesaurus such as CINAHL Headings will help you find the most precise term for a particular word. Each article record in CINAHL is tagged with specific Subject Headings that may stand for other terms.

Click Search. The CINAHL Headings screen should appear. Look on the first line. 1. Which of the following is the correct subject heading for prostate cancer? a. Prostate cancer c. Prostatic Neoplasms b. Prostatic tumors d. Prostatic Cancer

Check the box next to Prostatic Neoplasms. On the right hand side, click on Search Database. The results screen should display. Click on Advanced search underneath the Search Boxes. In the second search box, type Screening. Tip: Leaving the field on the right hand side as Select A Field searches for the term in the Title, Abstract, Subject Headings, and Author fields simultaneously. Scroll down under Limit Your Results and check the Peer Reviewed box.

Check the box next to Research Article to limit to research studies. Tip: You can also do this by typing research in one of the search boxes and changing the field on the right hand side to PT Publication Type. or

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Change the Journal Subset to Nursing. This will limit your results to articles published in nursing journals. Note: There are many articles published in nursing journals that are not written by a nurse. See below in Practice 2Part B to find out how to limit to articles written by nurses.

Click Search. You should get approximately 81 results.

Find the article Barriers and Facilitators of Prostate Cancer Screening Among Filipino Men in Hawaii And click on it to see the article record. Scroll down to Major Subjects. Notice that Prostatic Neoplasms is listed as a subject heading for this article. Also, the term "screening" is listed in a different subject heading. Since we entered each term on separate lines in the advanced search screen, this article was included in the results. Alsonotice options to print, email, and cite this article (right-hand side panel). Continue to Part B.

Practice Exercise 2 Part B - Finding Primary Research Articles Written by a Nurse

Part B-Finding Primary (Original) Research Studies Written by a Nurse Now that youve had some practice, let's explore three possible methods for finding primary research articles written by a nurse in CINAHL. Please keep in mind that these strategies are not perfect, so you still need to be attentive when evaluating the results list and read the abstracts/articles. Method 1 - Limiting to Nurse Authors and Excluding Systematic Reviews Continue from the last search. You should see (MH "Prostatic Neoplasms") in the first box and screening in the second line like so:

A) Click on Advanced Search (directly below the search boxes). Scroll down and (re)check the boxes next to Research Article, Peer Reviewed, and English B) Language, and change the Journal Subset to Nursing . Check the box titled Any Author is Nurse This method is one way to limit results to articles written C) by a nurse. Click Search. 2. How many results did you retrieve?

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a. 1 - 25 b. 26-50 c. 51 -75 d. more than 75

D) Click on Show More on the left hand side under Refine Your Results. E) Uncheck the box titled 'Any Author is Nurse' and click Search. F) In the third line, type Nurs* in the box and change the field to AF Author Affiliation. This is another way to limit results to articles written by a nurse. Tip: Using the asterisk * at the end of a root word will also search for variations of the term like nurse, nurses, or nursing. Click Search again. Notice how the number of results increased. Both methods of limiting to nurse authors work, but the latter may be more effective in many cases. Tip: Try using both methods to cover all the bases and be sure to look at the full text article or PDF to verify the authors' credentials.

G) Add a row. Then type systematic review on the fourth line. Change the field on the right hand side to PT Publication Type. On the left hand side, change the Boolean operator to NOT. Note: A systematic review is an analysis of previously conducted studies done by other researchers rather than an original research study conducted by the author. This method is a good way to filter out systematic reviews from your results. Use the PT Publication Typefield instead of Select a Field or MW Word in Subject Heading, because systematic reviews refer to a particular type of publication rather than a subject heading.

You should retrieve about 43 results. Go back the article Barriers and Facilitators of Prostate Cancer Screening Among Filipino Men in Hawaii and click on it to see the article record. Look at the Affiliation field. Notice that the author is affiliated with a school of nursing.You may also want to see the PDF, as the full text usually contains additional information about the authors. Also, scroll down to the Publication Type Field. This is where you would look to see what type of article you are dealing with. For instance, this article is listed as Research. In many cases, if an article is a systematic review, it would be tagged as such in this field. Remember that there may be systematic reviews in CINAHL that are not tagged yet in the publication type field, so always make sure to read the abstract! Click on the New Search link in the top left corner when finished.

Method 2 - Limiting to Clinical Trials Another simple strategy is to search for a particular type of primary research article that in most cases uses a quantitative design: the Clinical Trial. A) Start by typing clinical trial in the first search box. Then change the field on the right to PT Publication

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type. This searches for the term Clinical Trial in the Publication Type field. Add a keyword related to a symptom, patient population, or nursing intervention in the second box. In B) this case, type exercise and women Keep in mind that you could also leave it blank to browse for articles. Scroll down and check the boxes next to Research Article, Peer Reviewed, and English C) Language, and change the Journal Subset to Nursing . In the third line, type Nurs* in the box. Using the asterisk * at the end of a root word will also search D) for variations of the term like nurse, nurses, or nursing. Change the field to AF Author Affiliation. Click Search. Note: As with all of the other methods, make sure to scan the article record and read the abstract to make sure that you are dealing with a primary research study and not an unwanted article type like a systematic review or an educational/informational article. You should retrieve about 36 results. Click on the title The relationship between psychosocial state and exercise behavior of older women 2 months after hip fracture. 3. In which year, volume, and issue of the Rehabilitation Nursing is this article found? a. 2009, Volume 19, Issue 9 c. 2007, Volume 32, Issue 4 b. 2005, Volume 44, Issue 1 d. 2010, Volume 59, Issue 1 Click on the Get Full Text button another database. on the left hand side to see if the full text is available in

4. Which of the following is one of the databases provides the full text for this article? a. Academic OneFile c. PsycInfo b. Synergy d. Wiley Online Library Remember: Sometimes when you click on a database listed in SFX (Get Full Text) to retrieve a fulltext article, it doesnt work. If this happens, go to the UCF Libraries homepage and select Online Journals. Then search for the journal title (i.e. -Rehabilitation Nursing) and try the different options listed under Full Text Sources to find a database with the full text. You may have to browse by year, volume, issue, and page numbers to locate the specific article. If that doesn't work or if you get stuck, please contact me or the Ask-A-Librarian service for further assistance. Close out the full text and return to CINAHL (it may be in a different window). Then click on the New Search link in the top left corner when finished.

Method 3 - Using Clinical Queries Having trouble finding articles for the Research Synthesis Project? Try using the some of the Clinical Queries options in CINAHL Advanced Search. The Clinical Queries limiter is found below the advanced search screen in the 'Limit your results' section: For instance, if your PICO statement is related to Therapy, try highlighting some of the options related to therapy as above. High Sensitivity is the broadest search, it includes ALL relevant material, but may also include less relevant materials. High Specificity is the most targeted search and includes only the

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most relevant result set, but may miss some relevant materials. Best Balance retrieves the best balance between Sensitivity and Specificity. As you can see, you can select more than one by holding down the Shift key and using the arrow keys. Let's Practice! A) Type Compression Stockings OR Compression Garments (both terms connected by OR) in the first line. This searches for articles that include either term. B) As before, scroll down below the Advanced Search Screen under 'Limit Your Results'. Check the boxes next to Research Article, English Language, and Peer-Reviewed. C) Scroll down to Clinical Queries. Select all three of the therapy options as illustrated above. Click Search. You should retrieve between 260 - 270 results. If you limit to nurse authors in the second line by nurs* in AF Author Affiliation, you should go down to approximately 20 results. Be aware that you may get a number of systematic reviews. Although system atic reviews wont qualify for the Research Synthesis Project (Project III), some of them may contain citations of studies in the References section that might work. Again, you can weed them out as in Method 1 and always read the abstract!

Answers for Practice Exercise 2

Practice Exercise 2 Answers: http://guides.ucf.edu/aecontent.php?pid=45737&sid=3007668

*The changes do not appear in the margin here because they were too extensive and could not be supported in this file. This is my finalized version.

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Second Track Changes

How to Cite From CINAHL and Other EbscoHOST Databases CINAHL and other EbscoHOST databases, such as Medline, PsycInfo, and Academic Search Premier, have a feature that provides article citations. To use the Citing feature for a single article: 1. Click on the article title in the results list to go to the article record.

2. Click on Cite in the right hand side menu. 3. A window will appear with references that you can copy and paste into other applications:

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4. Database generated citations are not always 100% correct, so be sure to double check with the APA manual and your instructor. For example, URLs and database information, such as "Retrieved from CINAHL Database" or "Retrieved from EBSCOhost" or "Retrieved from http://ezproxy.lib.ucf.edu/login?URL=http://search.ebscohost.com", are not necessary in APA (6th ed.) for journal articles found in subscription databases like CINAHL.

Note: This does not apply to regular websites, for which you still would need the list the URL.
Also, it is not necessary in APA format to include the month for scholarly journal articles which are paginated by volume and issue.

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Second Markup

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