Research and Evidence-based Nursing Practice

Used APA 7th edition and answer every question correctly please.
For this week’s discussion do the following;
1. Choose one of the articles (I chose article #1) posted and read thoroughly (post the reference of the article).
2. Identify the theoretical framework used in the article you chose (post the name of the theory)
3. Go the reference section of the article and Identify or select at least one primary source and one secondary source ( of the article) that also used the theoretical framework (list the reference of these articles)
4. Now, search the electronic database such as Gale-Infotract on LIRN, CINAHL, or ProQuest to identify the primary and secondary source articles you selected. Then post a brief review the abstracts of the primary source and secondary source in the article you chose.

This is an example and what my professor wants us to do.
1. Choose one of the articles posted and read thoroughly (post the reference of the article).
Sattar, A. A., Kouar, R., Gillani, S. A. (2018). Exploring Nursing Students Engagement in Their
Learning Environment. American Journal of Nursing Research, 6 (1), 18-23.
DOI:10.12691/ajnr-6-1-3

2. Identify the theoretical framework used in the article you chose (post the name of the theory).
Austin’s theory of engagement

3. Go the reference section of the article and Identify/select at least one primary source and one secondary source (articles) that also used the theoretical framework (list the reference of these articles).
Primary source:
Astin, A. W. (1984). Student involvement: A developmental theory for higher education.
Journal of college student personnel, 25(4), 297-308.

Secondary source:
Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time
of change. Paul Hamlyn Foundation, 100.
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing
the linkages. Research in Higher Education, 47(1), 1-32.

4. Now, search the electronic database such as Gale-Infotract on LIRN, CINAHL, or ProQuest to identify the primary and secondary source articles you selected. Then post a brief review the abstracts of the primary source and secondary source in the article you chose.
Primary source:
“Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables.” (Astin, 1984). This article did not have an abstract, this is the first paragraph of the study.

Secondary source:

“This report is a synthesis of the key messages, findings, implications and recommendations emanating from the projects funded through the What Works? Student Retention & Success programme 2008-2011, and includes case studies of what works. Following this introductory section, the report provides:

· a summary of key messages based on a synthesis of the evidence from the seven projects.

· presentation of the What Works? model for improving student engagement, belonging, retention and success.

· a full discussion about the practical implications of the research programme, including illustrative examples of specific ways in which higher education institutions have improved student engagement, belonging, retention and success.

· consideration of the strategic implications of adopting the What Works? approach to improving student retention and success, including an institutional reflective checklist.

· conclusions from the research programme and some suggestions of how institutions can use the learning from the What Works? programme to enhance student engagement, belonging, retention and success.” (Thomas, 2012).

“This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests.” (Carini, Kuh, & Klein, 2006).

References
Sattar, A. A., Kouar, R., Gillani, S. A. (2018). Exploring Nursing Students Engagement in Their Learning Environment. American Journal of Nursing Research, 6 (1), 18-23. DOI:10.12691/ajnr-6-1-3

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308.

Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change. Paul Hamlyn Foundation, 100.

Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32.

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