Effects of Nurses Education In the Management of Patients Suffering from Type 2 Diabetes

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student's ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.
For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the "Literature Evaluation Table" resource to complete this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin. 
NRS-490-RS-LiteratureEvaluationTable.docx 
Please see the attached file of the table
MY Topic is: Effects of Nurses education in the management of patients suffering from type 2 Diabetes.
Please see the articles i chose, you can add Your artticles but they have to be peer-reviewed and with in 5 years means not older than 2012
References 
Balakas, K., & Smith, J. R. (January 01, 2016). Evidence-Based Practice and Quality Improvement in Nursing Education. The Journal of Perinatal & Neonatal Nursing, 30, 3.)
Bergman, M. (2014). Global health perspectives in prediabetes and diabetes prevention.
Clark, C., Smith, L., Taylor, R., & Campbell, J. (January 01, 2012). Response to Carey and Courtenay. Nurse-led interventions used to improve control of high blood pressure in people with diabetes: a systematic review and meta-analysis. Diabetic Medicine, 29, 1, 155-156.
Lundberg, K., Jong, M. C., Kristiansen, L., & Jong, M. (January 01, 2017). Health Promotion in Practice-District Nurses׳ Experiences of Working with Health Promotion and Lifestyle Interventions Among Patients at Risk of Developing Cardiovascular Disease. Explore (new York, N.y.), 13, 2.)
Ma, F., Li, J., Zhu, D., Bai, Y., & Song, J. (October 01, 2013). Confronting the caring crisis in clinical practice. Medical Education, 47, 10, 1037-1047.
Mhlanga, F. (2013). Communication and Interpersonal Skills in Nursing. Nurse Education In Practice, 13(1), e1. http://dx(dot)doi(dot)org/10.1016/j.nepr.2012.03.003
Morrall, P., & Goodman, B. (September 01, 2013). Critical thinking, nurse education and universities: Some thoughts on current issues and implications for nursing practice. Nurse Education Today, 33, 9, 935-937.
Pillay, S., & Aldous, C. (May 01, 2016). Healthcare delivery - introducing a multifaceted approach to the management of diabetes mellitus in resource-limited settings : in practice. South African Medical Journal, 106, 5, 456-458. 
Rubric 
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
100.0 %Article Selection
5.0 %Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article
Author, journal (peer-reviewed), and permalink or working link to access article section is not included.
Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.
Author, journal (peer-reviewed), and permalink or working link to access article section is present.
Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.
Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.
5.0 %Article Title and Year Published
Article title and year published section is not included.
Article title and year published section is present, but it lacks detail or is incomplete.
Article title and year published section is present.
Article title and year published section is clearly provided and well developed.
Article title and year published section is comprehensive and thoroughly developed with supporting details.
10.0 %Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study
Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.
Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.
Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.
Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.
Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.
5.0 %Design (Type of Quantitative, or Type of Qualitative)
Design (type of quantitative, or type of qualitative) section is not included.
Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.
Design (type of quantitative, or type of qualitative) section is present.
Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.
Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.
5.0 %Setting or Sample
Setting or sample section is not included.
Setting or sample section is present, but it lacks detail or is incomplete.
Setting or sample section is present.
Setting or sample section is clearly provided and well developed.
Setting or sample section is comprehensive and thoroughly developed with supporting details.
5.0 %Methods: Intervention or Instruments
Methods: Intervention or instruments section is not included.
Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.
Methods: Intervention or instruments section is present.
Methods: Intervention or instruments section is clearly provided and well developed.
Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.
10.0 %Analysis
Analysis section is not included.
Analysis section is present, but it lacks detail or is incomplete.
Analysis section is present.
Analysis section is clearly provided and well developed.
Analysis section is comprehensive and thoroughly developed with supporting details.
10.0 %Key Findings
Key findings section is not included.
Key findings section is present, but it lacks detail or is incomplete.
Key findings section is present.
Key findings section is clearly provided and well developed.
Key findings section is comprehensive and thoroughly developed with supporting details.
10.0 %Recommendations
Recommendations section is not included.
Recommendations section is present, but it lacks detail or is incomplete.
Recommendations section is present.
Recommendations section is clearly provided and well developed.
Recommendations section is comprehensive and thoroughly developed with supporting details.
10.0 %Explanation of How the Article Supports EBP or Capstone
Explanation of how the article supports EBP or capstone section is not included.
Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.
Explanation of how the article supports EBP or capstone section is present.
Explanation of how the article supports EBP or capstone section is clearly provided and well developed.
Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.
10.0 %Presentation
The piece is not neat or organized, and it does not include all required elements.
The work is not neat and includes minor flaws or omissions of required elements.
The overall appearance is general, and major elements are missing.
The overall appearance is generally neat, with a few minor flaws or missing elements.
The work is well presented and includes all required elements. The overall appearance is neat and professional.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
The writer is clearly in command of standard, written, academic English.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage