Specifications for Annotated Bibliography Your annotated bibliography (20 points
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Specifications for Annotated Bibliography
Your annotated bibliography (20 points) must have eight entries, one for each source. Each entry is worth 2.5 points and needs to include:
· Reference entry (must be in proper APA format) (.5 points per entry)
· Annotation which includes:
· Summary of source content & overview of argument (.5 points per entry)
· Evaluation of content: bias & objectivity (.5 points per entry)
· Evaluation of source: author(s) & publication (.5 points per entry)
· Relevance to your paper topic (.5 points per entry)
Fitzpatrick, J. (2016). Helping nursing students develop and expand their emotional intelligence. Nursing Education Perspectives 37(3), 124. doi:10.1097/01.NEP.0000000000000020
Fitzpatrick discusses the need for nurses to have emotional intelligence (EI). This assertion is backed by evidence from previous studies. Fitzpatrick’s study focuses on the way in which nursing students’ emotional intelligence can be developed through reflective writing. The study was conducted at multiple nursing colleges using objective data from EI test scores. Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, is a reputable scholar in her field as she is the Elizabeth Brooks Ford Professor of Nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University. Additionally, the journal is peer-reviewed, so the source is sound. Fitzpatrick does not present any observable bias in her study. Through results of the study, Fitzpatrick reveals that nursing students’ EI can be improved through her prescribed methodology for guided reflection. This source is applicable and valuable to my research, as it reinforces the need for EI and the benefits of reflective writing.
Gustin, L. W. and Wagner, L. (2012). The butterfly effect of caring: Clinical nursing teachers’ understanding of self-compassion as a source to compassionate care. Scandinavian Journal of Caring Sciences 27(1), 175-183. doi:10.1111/j.1471-6712.2012.01033.x
Gustin and Wagner present the “butterfly effect” of how nursing students learning self-compassion translates to them giving more compassionate care to their patients. Their study is qualitative and does not appear to contain any bias. Lena Wiklund Gustin PhD, RN is an Associate Professor of the School of Health, Care, and Social Welfare at Mälardalen University, and Lynne Wagner EdD, MSN, RN is a Nurse Consultant and Nurse Educator at Watson Caring Science Institute. Additionally, the publication is a peer-reviewed journal; therefore, the source is sound. This source is very relevant to my research because the main focus of my paper is the need for nurses to have an ethic of self-care in order to be effective health care providers.