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In this webinar, the style experts demonstrate how to set up student papers (font, line spacing, margins, page numbers, etc.), with an emphasis on how default word-processing software settings align with seventh edition style and make papers easier to format. The experts then address needs for formatting in the sections often included in student papers: title page, text, tables and figures, and reference list. The session concludes with steps for organizing papers and improving their quality.
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In the realm of academia and intellectual discourse, the art of critiquing articles holds significant importance. It not only refines one’s skills but also contributes to the growth of knowledge. A well-executed article critique showcases your ability to analyze, evaluate, and engage with scholarly work. This article delves into the concept of article critiques, offering insights into their purpose and benefits, along with a step-by-step guide on how to craft one effectively.
An article critique is a detailed evaluation and analysis of a scholarly article or research paper . It involves an objective assessment of the author’s arguments, evidence, methodology, and conclusions. An effective critique goes beyond summarizing the content; it delves into the strengths, weaknesses, and implications of the article. Developing this skill allows you to identify the characteristics that contribute to a compelling scholarly work, while also honing your ability to engage critically with academic literature.
1. introduction.
A. structure and organization.
Psychology article critique.
Reference: Smith, J. A., & Brown, R. L. (2022). The impact of sleep deprivation on cognitive performance. Journal of Psychological Research , 34(2), 123-135. https://doi.org/10.1001/jpsychres.2022.01.001 Introduction In their article “The Impact of Sleep Deprivation on Cognitive Performance,” Smith and Brown (2022) examine the effects of sleep deprivation on various cognitive functions. The authors aim to highlight the importance of adequate sleep for maintaining cognitive health and performance. Summary Smith and Brown (2022) conducted a series of cognitive tests on participants who were sleep-deprived for 24 hours. The results indicated significant declines in memory retention, attention span, and problem-solving skills among the sleep-deprived group. The article also discusses potential long-term consequences of chronic sleep deprivation on brain health. Critique Smith and Brown (2022) provide compelling evidence linking sleep deprivation to cognitive decline. Their methodology is robust, featuring a well-defined participant group and controlled variables. However, the study’s sample size is relatively small, which may limit the generalizability of the findings. Additionally, the article does not sufficiently explore potential confounding factors, such as stress and caffeine intake, which could influence cognitive performance. Conclusion Overall, Smith and Brown (2022) effectively underscore the critical role of sleep in cognitive health. Despite some methodological limitations, their findings contribute valuable insights to the field of sleep research. Future studies should aim to address the identified limitations to strengthen the generalizability and applicability of the results.
Reference: Johnson, L. M., & White, P. D. (2023). The impact of technology integration on student learning outcomes. Journal of Educational Technology , 29(1), 45-59. https://doi.org/10.1016/j.jeduc.2023.01.002 Introduction In the article “The Impact of Technology Integration on Student Learning Outcomes,” Johnson and White (2023) explore how incorporating digital tools and resources in the classroom affects students’ academic performance. The authors aim to identify both the benefits and challenges of technology integration in education. Summary Johnson and White (2023) evaluate various forms of technology integration, including interactive whiteboards, educational software, and online resources. They analyze the effects of these tools on student engagement, motivation, and achievement across different subjects and grade levels. The study presents data from several schools that have implemented these technologies, showing improvements in test scores and classroom participation. Critique The article by Johnson and White (2023) provides a comprehensive analysis of the positive impacts of technology on student learning. The use of multiple case studies strengthens the validity of their conclusions. However, the study’s focus on urban schools may not reflect the experiences of students in rural or underfunded schools, limiting the generalizability of the findings. Additionally, the reliance on short-term data does not capture the long-term effects of technology integration on student learning. Conclusion Johnson and White (2023) make a compelling case for the positive impact of technology on student learning outcomes. While the article effectively demonstrates the benefits of digital tools, addressing the identified limitations would provide a more comprehensive understanding of technology integration in education. Future research should focus on long-term effects, diverse educational settings, and the challenges of teacher training and equitable access to technology.
Reference: Davis, K. L., & Roberts, J. H. (2021). Corporate social responsibility and business success: A review of recent research. Journal of Business Ethics , 38(4), 220-235. https://doi.org/10.1016/j.jbuseth.2021.02.003 Introduction In their article “Corporate Social Responsibility and Business Success: A Review of Recent Research,” Davis and Roberts (2021) explore how corporate social responsibility (CSR) initiatives impact business performance. The authors aim to demonstrate the benefits of CSR in enhancing corporate reputation and customer loyalty. Summary Davis and Roberts (2021) review several studies that analyze the outcomes of CSR initiatives across different industries. The article highlights positive correlations between CSR activities and financial performance, as well as improvements in brand reputation and customer satisfaction. The authors also discuss the potential challenges businesses face when implementing CSR programs. Critique Davis and Roberts (2021) provide a thorough review of the literature on CSR and its impact on business success. The article effectively synthesizes findings from various studies, supporting their argument that CSR can be beneficial for companies. However, the article could be improved by including more critical perspectives on CSR, such as potential drawbacks or instances where CSR initiatives have failed. Additionally, the authors do not provide detailed guidelines on how companies can measure the effectiveness of their CSR efforts. Conclusion Overall, Davis and Roberts (2021) make a strong case for the positive impact of CSR on business success. Their review underscores the importance of socially responsible practices in building a positive corporate image and achieving long-term profitability. Future research should address the limitations noted, particularly by exploring the challenges and failures of CSR initiatives and providing actionable metrics for evaluating their success.
Reference: Nguyen, M. T., & Kim, H. S. (2020). The effects of a plant-based diet on cardiovascular health: A systematic review. Journal of Nutritional Science , 17(3), 95-110. https://doi.org/10.1016/j.jnutrsci.2020.03.005 Introduction In the article “The Effects of a Plant-Based Diet on Cardiovascular Health: A Systematic Review,” Nguyen and Kim (2020) investigate the impact of plant-based diets on heart disease prevention and management. The authors aim to provide evidence supporting dietary recommendations for cardiovascular health. Summary Nguyen and Kim (2020) review multiple studies comparing the cardiovascular outcomes of individuals on plant-based diets versus those on omnivorous diets. Their findings suggest that plant-based diets are associated with lower cholesterol levels, reduced blood pressure, and decreased incidence of heart disease. The authors discuss potential mechanisms, such as reduced intake of saturated fats and increased consumption of fiber and antioxidants. Critique Nguyen and Kim (2020) present a comprehensive review of the cardiovascular benefits of plant-based diets. The inclusion of various studies strengthens the validity of their conclusions. However, the review would benefit from a more balanced discussion of potential challenges, such as the risk of nutrient deficiencies and the social and cultural barriers to adopting a plant-based diet. Additionally, the article focuses primarily on short-term studies, and more research on the long-term sustainability of these diets is needed. Conclusion Overall, Nguyen and Kim (2020) provide strong evidence supporting the cardiovascular benefits of plant-based diets. Their systematic review contributes valuable insights to the field of nutritional science. Future research should address the limitations identified, particularly regarding long-term sustainability and potential challenges in adhering to plant-based diets.
Reference: Lopez, G. R., & Thompson, S. L. (2021). Urban poverty and social policy: Examining the effectiveness of welfare programs. Journal of Social Policy , 43(2), 180-195. https://doi.org/10.1016/j.jsp.2021.04.007 Introduction In the article “Urban Poverty and Social Policy: Examining the Effectiveness of Welfare Programs,” Lopez and Thompson (2021) analyze the impact of various welfare programs on reducing urban poverty. The authors aim to assess the effectiveness of these programs in improving the socioeconomic conditions of urban populations. Summary Lopez and Thompson (2021) evaluate several welfare programs, including food assistance, housing subsidies, and employment training initiatives. Their analysis reveals mixed outcomes, with some programs showing significant positive effects on poverty reduction, while others have minimal impact. The authors discuss factors contributing to these varied results, such as program design, implementation quality, and participant engagement. Critique Lopez and Thompson (2021) provide a detailed analysis of the effectiveness of welfare programs in addressing urban poverty. The article’s strength lies in its comprehensive evaluation of multiple programs and consideration of various influencing factors. However, the study relies on data from a limited number of cities, which may not be representative of broader urban contexts. Additionally, the authors could have included more qualitative data to provide deeper insights into the lived experiences of program participants. Conclusion Overall, Lopez and Thompson (2021) offer valuable insights into the effectiveness of welfare programs in reducing urban poverty. Their findings highlight the need for well-designed and effectively implemented programs to achieve meaningful poverty reduction. Future research should aim to include a more diverse range of urban settings and incorporate qualitative data to enrich the understanding of program impacts.
Psychology article critique thesis statements.
Article Title : The Impact of Technology Integration on Student Learning Outcomes Introduction The article “The Impact of Technology Integration on Student Learning Outcomes” investigates how the use of digital tools and resources in the classroom influences students’ academic performance. The research aims to identify the benefits and potential drawbacks of incorporating technology into educational settings. Summary The study evaluates various forms of technology integration, including interactive whiteboards, educational software, and online resources. It examines their effects on student engagement, motivation, and achievement across different subjects and grade levels. The article presents data from several schools that have implemented these technologies, showcasing improvements in test scores and classroom participation. Critique The article provides a comprehensive analysis of the positive impacts of technology on student learning. The use of multiple case studies strengthens the validity of its conclusions. However, the article could improve by addressing some critical aspects: Sample Size and Diversity : The study primarily focuses on schools in urban areas, which may not reflect the experiences of students in rural or underfunded schools. Expanding the sample size to include a more diverse range of schools would enhance the generalizability of the findings. Longitudinal Data : The research relies heavily on short-term data, which may not capture the long-term effects of technology integration on student learning. Longitudinal studies are necessary to understand the sustained impact of these tools. Teacher Training and Support : While the article highlights the benefits of technology, it overlooks the challenges teachers face in integrating these tools effectively. Providing adequate training and ongoing support is crucial for the successful implementation of technology in the classroom. Equity and Access : The article briefly mentions the digital divide but does not delve into how disparities in access to technology can affect educational outcomes. A more thorough examination of equity issues would provide a balanced perspective on the advantages and limitations of technology integration. Conclusion Overall, the article makes a compelling case for the positive impact of technology on student learning outcomes. It effectively demonstrates how digital tools can enhance engagement and academic performance. However, to provide a more comprehensive understanding, future research should address the limitations identified, particularly regarding sample diversity, long-term effects, teacher support, and equity issues. By doing so, the research could offer more actionable insights for policymakers and educators striving to harness the full potential of technology in education.
1. quantitative article critique.
An article critique serves multiple essential purposes in both academic and professional contexts. Below, we delve into the primary objectives of conducting an article critique, which are vital for developing critical thinking, analytical skills, and subject-specific knowledge.
Critical Evaluation:
Analytical Reasoning:
In-Depth Analysis:
Contextual Awareness:
Structured Writing:
Evidence-Based Arguments:
Constructive Criticism:
Quality Assurance:
Continual Improvement:
Adaptability:
An effective article critique includes several key components to ensure a thorough evaluation and analysis. Below are the main components:
Components:
Mastering the art of crafting an effective article critique requires a systematic approach. Here is a step-by-step guide to help you navigate this process with finesse.
Before diving into the critique, thoroughly read the article. Take notes on the main points, observation , objectives , and tone of the article. Identify the author’s goals and the case study , if applicable. This step is crucial for grasping the nuances of the work.
Evaluate the structure of the article. Identify the introduction, main arguments, supporting evidence, and conclusion. Examine the use of verbs and analogies , as well as the cause-and-effect relationships presented. Analyze how effectively the author communicates their ideas.
Scrutinize the methodology used by the author. Is it appropriate for the objectives of the article? Evaluate the quality and relevance of the evidence presented. Consider whether the evidence supports the author’s claims adequately.
Engage in a critical evaluation of the article. Identify its strengths and weaknesses. Does the author effectively address counterarguments? Are there any gaps in the logic? Assess the overall coherence and effectiveness of the article’s presentation.
It develops critical thinking, enhances understanding of the subject, improves academic writing skills, and provides constructive feedback.
Introduction, Summary, Analysis, Evaluation, Conclusion, and References.
Begin with an introduction that provides the article’s title, author, publication details, and a brief summary of its thesis and purpose.
Key points, research methods, findings, and conclusions of the article.
Examine the structure, content, logic, argumentation, methodology, and sources for clarity, relevance, and evidence strength.
Balanced assessment of the article’s strengths and weaknesses, and its contribution to the field.
Summarize your findings, provide an overall assessment, and offer suggestions for improvement or future research.
Follow the appropriate citation style (e.g., APA, MLA) and ensure all references are correctly formatted.
Avoid biased or overly negative reviews, lack of evidence for claims, and failure to provide a balanced perspective.
Use evidence to support your points, acknowledge both strengths and weaknesses, and avoid personal biases.
Text prompt
10 Examples of Public speaking
20 Examples of Gas lighting
Academic Support for Nursing Students
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Nursing research can be defined as any scientific (i.e. systematic) enquiry into the effectiveness or value of nursing practice. It denotes any empirical evidence on which nursing care is based. This includes both quantitative and qualitative research evidence.
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BMC Medical Education volume 24 , Article number: 889 ( 2024 ) Cite this article
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Moral reasoning in nursing is crucial in delivering high-quality patient care and fostering increased job satisfaction among nurses. Adhering to professional values is vital to this profession, and nurses must modify their actions to align with these values.
This study aimed to examine the correlation between moral reasoning and professional values among undergraduate nursing students.
A descriptive correlational design was recruited.
The research was conducted at three nursing schools located in Tehran, Iran. The sample was recruited through random stratified sampling, specifically targeting undergraduate nursing students. The data collection tool comprised a three-part questionnaire, including a demographic information form, the Nursing Dilemma Test, and the Nurses Professional Values Scale Revised Questionnaire. The distribution of questionnaires encompassed both face-to-face and electronic methods. The analysis of data was conducted using SPSS 16 software. The data was analyzed using the independent samples t-test, Pearson’s correlation coefficient, and linear regression analysis. The P value of 0.05 was considered significant.
The Ethics Research Center of Shahid Beheshti University of Medical Sciences approved the study.
Data analysis showed that moral reasoning was directly correlated to professional values ( r = 0.528, p < 0.001). The mean scores of Principled Thinking (P.T.), Practical Consideration (P.C.), and Familiarity with similar moral dilemmas of the NDT scale were 42.55 (SD = 12.95), 15.72 (SD = 6.85), 16.08 (SD = 6.67), respectively. Also, the total score of professional values of students was 90.63 (SD = 28.80).
The findings indicated that moral reasoning and interest in nursing predict students’ professional identity. Thus, any effort to enhance interest in the profession can contribute to developing students’ professional identity. This can involve incentivizing, enhancing the professional reputation at the community and university levels, and valuing student preferences and necessities.
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The medical environment of nursing practice has been constantly evolving and becoming more complex. The continuous renewal of science and technology, the change in the disease spectrum, and the aging population have specifically impacted traditional nursing work [ 1 ]. On the other hand, the shortage of nursing human resources and the different disease cognition between nurses and patients have often led nurses into an ethical dilemma due to the confusion of roles, moral conflicts, and value conflicts [ 2 , 3 , 4 ].
Research findings in various nursing schools suggest a growing disregard among nursing students for ethical considerations in their everyday nursing practices. The nursing curriculum has recently been exposed to its lack of emphasis on ethics. Nursing schools do not explicitly cover the concept of professional ethics in any of their theoretical or clinical courses [ 5 ]. So, it seems that compared to professional nurses, nursing students are inexperienced and possess inadequate aptitude and the courage to confront and manage ethical dilemmas in clinical settings [ 6 ].
Nursing students face ethical problems in clinical settings, ranging from violating patient’s rights and dignity to insecure care delivery [ 7 ]. Despite learning about different moral theories and principles during their education, nursing students may find it daunting to apply those principles due to minimal support and guidance in clinical settings [ 8 , 9 ]. Encountering dilemmas in clinical settings can lead to student emotional distress, affecting their clinical learning and professional development [ 6 , 10 ]. Thus, strategies are needed to improve nurses’ and nursing students’ moral reasoning abilities to minimize the likelihood of these problems [ 7 ].
Moral reasoning refers to the cognitive process of recognizing an ethical dilemma and selecting the suitable course of action, enabling nurses to make informed decisions [ 11 ]. Moral reasoning in nursing necessitates nurses to evaluate and make appropriate decisions to tackle the daily challenges they face in the clinical environment [ 12 ].
Kohlberg’s research serves as the foundation for most studies on moral reasoning [ 13 ]. A classification of ethical development into six stages was suggested to assess advancement in attaining absolute universal justice. Some suggest that individuals’ moral reasoning aligns with their advancement in each stage [ 14 ].
Kohlberg’s model classifies moral reasoning into three levels: pre-conventional, conventional, and post-conventional, each comprising two stages. During the pre-conventional phase, individuals prioritize their interests and engage in actions focused on self-gratification or avoiding unfavorable outcomes. Within the conventional stage, individuals frequently use accepted social rules and principles to make decisions. At the post-conventional stage, individuals consciously align their actions with established ethical principles and prioritize ethical and compassionate decision-making [ 15 ].
Professional values are the performance standards accepted by the professional and specialist groups [ 16 ]. These values are the basis of nursing performance, the director of the nurses’ interaction with the patients, colleagues, other professionals, and the public, and as a guideline for ethical behavior to provide secure and humanitarian care [ 17 , 18 ]. Values are goals and beliefs that create behaviors and are a basis for decision-making and practice [ 19 , 20 ]. The acquisition and internalization of professional values are necessary in care settings for professional development, and they provide a common framework for meeting professional expectations and standards [ 21 , 22 ].
Considering that nursing involves scientific knowledge in addition to human and professional values, students must thoroughly understand these values to provide ethical care and engage in moral reasoning across various scenarios [ 23 ]. Professional nursing values play an essential role in shaping nursing professionals’ competence. They encompass human dignity, integrity, altruism, and justice and guide nursing standards, practice, and evaluation [ 24 , 25 ]. Therefore, developing nursing professional values can promote care quality, increase patient understanding, and increase job satisfaction and retention of nursing staff; it also helps the professional socialization process [ 21 , 26 ].
Prior research has been conducted in this specific domain, and it is worth noting that these studies possess certain limitations. The investigation conducted by Hajilo et al. [ 27 ] explored the association between ethical reasoning and professional values in nursing students. The results of their study revealed no significant correlation between the two factors. The researchers highlighted certain limitations in their research conducted amidst the coronavirus pandemic. Hence, they propose that the study be replicated in clinical settings with a larger sample size and random sampling to ensure better generalizability. Our study seeks to fill the gaps in this research by utilizing a larger sample size and examining and comparing these variables in nursing students from various semesters.
Moral reasoning and professional identity have been the subjects of only a limited number of Iranian studies, which have not fully addressed this topic’s various dimensions. Considering the importance placed on moral reasoning and the professional values of nursing students, building upon the hypothesis, if there is a relationship between these variables, promoting moral reasoning can be considered a significant factor in cultivating nursing students’ professional values. Thus, this study examined the relationship between moral reasoning and professional identity among nursing students.
The present study employed a descriptive-correlational design.
The research was conducted at three nursing schools located in Tehran, Iran. The sample was recruited through random stratified sampling, specifically targeting undergraduate nursing students. The G*power software was utilized to determine the minimum sample size. The criteria for determining sample size were alpha = 0.05, power = 0.80, and a correlation coefficient of 0.2 with a 10% drop-out rate. The number of samples allocated to each faculty was computed based on the student population at the time of data collection [ 28 , 29 ].
C = 0.5*ln[(1 + r)/(1-r)]
N=[(z α +z β )/C] 2 +3.
The inclusion criteria were: (1) undergraduate nursing students who were studying in all semesters and (2) willingness and consent to participate in the study, and the exclusion criteria were: (1) returning incomplete questionnaires and (2) being students of other universities which was not in our inclusion criteria for setting and was transferred to this school.
The research methodology involved the utilization of a demographic questionnaire, the Nursing Dilemma Test (NDT) [ 30 ], and the Nurses Professional Values Scale-Revised (NPVS-R) [ 31 ] as assessment tools. The demographic factors under investigation were determined through a comprehensive review of related studies and by consulting experts in the field.
The NDT was established in 1981 at the University of Minnesota by Patricia Crisham [ 14 ]. NDT further examines nurses’ moral reasoning, decision-making capabilities, practical considerations, and familiarity with moral dilemmas. The NDT comprises six scenarios that specifically address ethical dilemmas in healthcare. These scenarios cover a range of situations, including (1) dealing with a newborn who has anomalies, (2) the issue of administering medication forcefully, (3) handling an adult’s request for assisted death, (4) orienting new nurses, (5) addressing medication errors, and (6) managing the treatment of an uninformed terminally ill adult [ 32 ].
Part A of the NDT focuses on the assessment of moral decision-making. In each of the six scenarios, participants are tasked with envisioning themselves as the nurse, and it is recommended that they respond to the question: “What actions should the nurse undertake? The choices for the participants include “Should act,” “Cannot decide,” or “Should not act.” The nurse who acts has made a moral decision. The ethical decision-making of the nurses is shown by the percentage of their chosen actions in each scenario.
The second section provides six statements for consideration when approaching the scenarios, encompassing the ethical dilemma. The participants must select the most significant statement from these six and arrange them according to personal importance. The aim of the responses given in this section of the test is to evaluate the levels of “Principled Thinking” (P.T.) and “Practical Consideration” (P.C.). The possible minimum P.T. score on the test is 18, while the maximum P.T. score is 66. The minimum possible P.C. score achievable on the test is 6, while the maximum P.C. score is 36. The P.T. demonstrates the significance of including moral principles in making ethical decisions within the nursing field. When making ethical decisions, the P.C. considers environmental factors like patient load, resource availability, institutional policies, nurses’ perception of administrative support, and doctors’ decision-making authority [ 33 ].
The assessment tool NDT - Part C measures nurses’ Familiarity (F) level with comparable moral dilemmas in each scenario, employing a 5-point scale. Items include: “I have decided in a similar dilemma” (score = 1), “I know someone else in a similar dilemma” (score = 2), “I do not know anyone in a similar dilemma, but the dilemma is conceivable” (score = 3), “It is difficult to imagine the dilemma as it seems remote” (score = 4), and “It is difficult to take the dilemma seriously as it seems unreal” (score = 5). The scoring system for moral dilemmas in NDT categorizes familiarity as a total score between 6 and 17 and unfamiliarity as a score between 18 and 30 (Table 1 ).
The reliability and validity of the questionnaire have been verified by its author, and it has been widely used by researchers [ 14 , 34 , 35 , 36 ]. Borhani et al. [ 37 ] and Mogadasian et al. [ 38 ] reported Cronbach’s alpha coefficients of 0.82 and 0.95, respectively, for the Persian version of the NDT.
Weiss and Shank formulated the questionnaire utilized in this study in 2009 [ 39 ]. It comprises 26 elements from established nursing professional ethics codes, encompassing caring, trust, professionalism, justice, and activism.
The dimension of caring consists of 9 items, specifically items 16, 17, 18, 20, 21, 22, 23, 24, and 25. In the context of trust, there are five items to consider: 1, 2, 9, 14, and 15. The dimension of professionalism comprises four items, namely 5, 6, 7, and 8. The dimension of justice consists of three items, specifically items 3, 12, and 13. Finally, the dimension of activism encompasses items 4, 10, 11, 19, and 26.
The scoring is established on a five-point Likert scale, encompassing the spectrum from “unimportant” to “most important.” The scoring system assigns a score of 1 to the option “unimportant,” a score of 2 to “slightly important,” a score of 3 to “moderately important,” a score of 4 to “important,” and a score of 5 to “most important.” The range of scores for this questionnaire spans from 26 to 130, and a higher score signifies a higher level of familiarity among nurses with professional values. When scoring, a score below 43 signifies low-level professional values, between 43 and 86 indicates medium-level professional values, and above 86 represents high-level professional values.
By employing Cronbach’s alpha method, Weiss and Shank evaluated the tool’s total reliability, revealing a favorable coefficient of 0.92 for the tool [ 40 ]. In a study conducted by Parvan et al. 2012, the Persian version of the questionnaire was evaluated for its validity. The validity of the Persian version of the questionnaire was examined by Parvan et al. after its translation, with the results indicating good face and content validity. Moreover, the Persian adaptation of the questionnaire displayed a Cronbach’s alpha coefficient of 0.91 [ 41 ].
Data gathering lasted from June 1 to November 30, 2023. After securing ethical approval, the researchers presented in three nursing faculties of medical sciences universities. Participants were briefed about the research objectives face-to-face and online and filled out an informed written consent form. Then, participants were asked to complete the paper-based questionnaires. Once filled, researchers collected the questionnaires. Also, to increase the students’ participation, an electronic link to the questionnaires was provided to them. Students did not feel coerced into completing the questionnaires because the researchers were not among their teachers.
Data analysis was performed using IBM SPSS Statistics 16.0. We used descriptive statistics (frequency distribution, mean, and standard deviation) and analytical statistics, including the analysis of variance (ANOVA), independent t-test, Pearson’s correlation coefficient, and linear regression analysis. After screening the data for the assumptions of various parametric tests, correlations between moral reasoning and professional values were explored. Also, Multiple regression analysis was conducted to examine the best explanatory variables of professional values. The maximum alpha bias level for testing the hypotheses was fixed at 0.05.
Two hundred (83.3%) of the 240 distributed questionnaires were returned from study subjects. The Tehran University of Medical Sciences accounted for 40% of the total sample size, while Shahid Beheshti and Iran universities each held a 30% share.
The mean age of participants in this study was 21.34 (SD = 2.01). Most of the participants (55.5%) were male, were single (93.0%), and were interested in nursing (71.5%). Regarding the academic semester, the fourth semester had the highest percentage of participants, at 18.5%, whereas the seventh semester had the lowest rate, at 8% (Table 2 ).
The study’s findings showed that the mean scores of Principled Thinking (P.T.), Practical Consideration (P.C.), and Familiarity with similar moral dilemmas of the NDT scale were 42.55 (SD = 12.95), 15.72 (SD = 6.85), 16.08 (SD = 6.67), respectively. Also, the total score of professional values of students was 90.63 (SD = 28.80). The scores of professional values dimensions are presented in detail in Table 3 .
According to nursing students’ answers to the ethical scenarios of the NDT test, difficulty in decision-making regarding the resuscitation of a child with an anomaly was observed in 18.5% of cases among nursing students. In terms of mandatory drug prescription and providing honest answers to people’s questions at the end of life, the corresponding figures were 18% and 19%. The issue with the least amount of uncertainty pertains to the request of an adult to end their life, a situation which students overwhelmingly oppose, with a rate of 86%. In this particular scenario, a mere 9.5% of individuals remained undecided. The details are presented in Table 4 .
Principled thinking (P.C.) was directly correlated to professional value’s total ( r = 0.528), caring ( r = 0.504), activism ( r = 0.531), trust ( r = 0.515), professionalism ( r = 0.496), and justice ( r = 0.452), scores. This correlation was all significant ( p < 0.01) and moderate (0.4 < r < 0.59).
Practical consideration (P.C.) had significant, negative, and moderate correlation with professional value’s total ( r = − 0.539), caring ( r = − 0.521), activism ( r = − 0.527), trust ( r = − 0.546), professionalism ( r = − 0.490), and justice ( r = − 0.450) scores.
Familiarity (F) with moral dilemmas didn’t correlate with the total score of professional value or any other subscales of NPVS-R (Table 5 ).
Multivariate regression (enter method) determined that the practical consideration (P.C.) of the NDT scale is the most effective dimension in predicting the level of professional value of nursing students (β = -0.356, p < 0.001). The overall predictive value of the P.T., P.C., and F scales to professional identity was 33.9% (R2 = 0.339, Adjusted R2 = 0.329) (Table 6 ).
Among the socio-demographic variables, multivariate regression showed that being interested in nursing (β = -0.120, p = 0.045), marital Status (β = 0.090, p = 0.139), and sex (β = 0.035, p = 0.564) respectively, have had the most significant effect on the professional value of nursing students. Of the abovementioned factors, only being interested in nursing significantly impacted professional values. This relationship was indirect, as higher interest was associated with weaker professional values. Together, these factors (P.T., P.C., F, marital Status, interest in nursing, and sex) explained about 36.2% of the variance in the professional value of nursing students (Table 7 ).
The initial component of each scenario in the NDT questionnaire assesses students’ moral decision-making capacity. Based on our study, it is evident that students demonstrated indecisiveness in fewer than 20% of cases for all six scenarios. The greatest challenge arose in determining the appropriate and truthful approach towards end-of-life patients, with the least complexity encountered when addressing the request for euthanasia by an adult patient. This implies that student nurses can readily decide about euthanasia. As per our results, nursing students rejected the patient’s request in 86% of cases. This may pertain to the cultural aspects of euthanasia within the society under examination.
The primary factors linked to positivity and supportiveness stemmed from (a) the patient’s experience of extreme and uncontrollable pain, unbearable suffering, or other distressing situations, (b) the legal aspects of euthanasia, and (c) the patient’s right to choose their death. The negative and unsupportive attitude of nurses was influenced by various factors, such as religion, moral dilemmas, the role of gender in healthcare, and poor palliative care [ 42 ]. The findings of our study in this field have been validated by a recent study conducted in Iran. Additionally, the researchers discovered that nurses with elevated ethical reasoning exhibit a more unfavorable stance on euthanasia [ 43 ].
Moreover, the outcomes of our study demonstrated that the students possess a remarkable level of moral reasoning, enabling them to effectively navigate and resolve moral difficulties frequently encountered in clinical settings. These findings align with the results of a comparable study in this particular domain. The study revealed that the students’ moral reasoning skills exceeded the average level [ 44 ]. Similar results were observed in another study on nurses [ 45 ].
Our study indicates a significant connection between students’ moral reasoning and professional values. Higher professional values were linked to a more favorable level of professional reasoning. This is entirely consistent with the outcomes of comparable research [ 46 , 47 ]. Nursing students who possess elevated professional values exhibit higher confidence when faced with ethical decision-making [ 48 ]. Considering the positive relationship between these two constructs, nursing education can help improve the other by strengthening each. The study’s findings prove that moral reasoning can be a significant stimulus for enhancing professional values. Ethical reasoning exercises, such as simulating scenarios in a simulated environment, can help improve professional values. Conversely, there was a study that did not observe any substantial link between moral reasoning and the professional values of students [ 27 ].
The average score of practical considerations was at the average level, which indicates the importance of environmental factors and organizational climate for students’ ethical decision-making and clinical activities. One of the factors that can contribute to the influence of the work environment on the ethical decision-making and clinical performance of students is their limited exposure and incomplete familiarity with the work environment’s rules. This aligns with the findings of the study conducted by Sari et al. According to their statement, students exhibit less susceptibility to environmental regulations when making ethical decisions than nurses or students of higher semesters [ 44 ]. However, it is worth noting that in two separate studies, students’ practical considerations were higher than average, presenting a slight disparity with the results obtained in the present study [ 27 , 49 ].
The current study revealed a significant inverse correlation between practical considerations and students’ professional values. Thus, students who can decide and engage in moral thinking independently of the influence of environmental rules and organizational atmosphere uphold higher professional values. This is consistent with the results of a similar study [ 27 ].
The mean score of students’ familiarity with situations shows that students are slightly familiar with different moral challenges. Students’ lack of clinical experience and inadequate preparation for ethical dilemmas contribute to this issue. Findings from related research in this field yielded similar outcomes [ 27 ]. The findings indicated that students require extensive work experience to comprehensively understand ethical issues in clinical settings, which were inadequately addressed during academic semesters [ 44 ].
The results obtained from the present study show that the average score of students’ professional values was significantly high. Students show a heightened focus on the dimension of patient care and assign considerable importance to it, as per the reported priorities of professional values. This issue highlights the significance of cautiousness in nursing education programs within college and clinical settings. The results of similar studies have been the same [ 50 , 51 , 52 ]. Concerning the dimensions, the research conducted by Poorchangizi et al. emphasized the significance of the caring dimension, aligning with our study. However, their study also highlighted the importance of the justice dimension, which contradicts our findings [ 51 ]. Moreover, this study also revealed that students exhibited a notably more positive perception of the significance of professional values than nurses [ 51 ].
The main variables, P.C. and P.T., demonstrated acceptable predictive efficacy in predicting the professional value. However, demographic variables make a modest contribution to the prediction. When considering the demographic variables, it is evident that only interest in nursing plays a significant role in predicting professional values. The order of effect is as follows: P.C., P.T., interest in nursing, F, marital status, and sex. This means that the professional values of students are more influenced by the rules of the environment and organizational climate than by their decision-making and moral thinking. One of the notable points in this study is the negative relationship between interest in nursing and professional values. This could be because students who entered this field with interest had more expectations from this field. They wavered about professional values while entering the clinical environment and distancing themselves from the ideals. The findings of previous studies exploring the correlation between main variables and demographics have aligned with the findings of our research [ 51 , 53 , 54 ]. Among all the studies conducted, only Pourchengizi et al.‘s research shows a notable association between age and the professional values of students [ 51 ].
A limitation in correlational studies like this is the inability to demonstrate causation. Future research should be conducted with a larger sample size of nursing students from various faculties and a design that investigates cause-and-effect relationships.
A further restriction of this study concerns the scenarios posed in the NDT questionnaire. The responses and associated interpretations can be subjected to the impact of the cultural context. Generalizing the results of these scenarios to other communities can be challenging. A blended approach was adopted to collect students’ data to optimize time and minimize time wastage. This can contribute to the potential response differences between these modes and impact the results.
Despite an in-depth examination of the current literature and consultation with experts in the field, no specific confounding factors could be determined due to the limited number of relevant studies. Consequently, we analyzed the correlation between demographic characteristics and the main variables of the study. In the regression model, we included only those cases that demonstrated a substantial relationship with the primary variable below the level of 0.02. It is recommended that future researchers strive to identify confounding factors and mitigate their impact on the relationship between the main variables, thereby enhancing the generalizability of the results.
Limited research has been conducted on the influence of educational factors, particularly curriculum, on students’ professional identity and moral reasoning. It appears that, given the unique circumstances of the nursing profession, particularly in light of the COVID-19 pandemic, modifying the student curriculum would enhance their circumstances. Nursing educators must be qualified to successfully guide students in cultivating a suitable professional identity.
The findings from our study suggest that nurses showed a high level of moral reasoning and uphold professional values. Also, results revealed a noteworthy correlation between students’ moral reasoning and professional values. The predictive value of moral reasoning in determining professional value was satisfactory. When considering socio-demographic variables, an interest in nursing was found to have a significant effect on professional values. Our research findings indicate that enhancing professional identity and moral reasoning can improve students’ circumstances. Furthermore, generating interest in the nursing profession can impact the professional identity of these students.
The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.
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Amir Mohamad Nazari, Fariba Borhani, Akbar Zare-Kaseb & Abbas Abbaszadeh
PhD Candidate in Nursing, Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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A.N. and A.Z. wrote the main manuscript text and A.Z. prepared Tables 1, 2, 3, 4, 5, 6 and 7. Statistical analysis was done by V.Y. All authors reviewed the manuscript.
Correspondence to Fariba Borhani or Akbar Zare-Kaseb .
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This study was approved by the Medical Ethics and Law Research Center of Shahid Beheshti University of Medical Sciences (IR.SBMU.RETECH.REC.1402.347). Informed written consent was obtained, and they were also assured of the confidentiality of their information. In order to maintain confidentiality, participants were clearly told that they do not need to reveal personal information like their name, last name, or any other identifying details.
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Nazari, A.M., Borhani, F., Zare-Kaseb, A. et al. The relationship between moral reasoning and nurses’ professional values in undergraduate nursing students: a descriptive-correlational study. BMC Med Educ 24 , 889 (2024). https://doi.org/10.1186/s12909-024-05888-z
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We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.
In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.
If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.
Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.
When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat
You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.
When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).
The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.
The reference and in-text citations for ChatGPT are formatted as follows:
Let’s break that reference down and look at the four elements (author, date, title, and source):
Author: The author of the model is OpenAI.
Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.
Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.
The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.
Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.
Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).
You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.
We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?
On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.
For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.
Update: APA Journals has published policies on the use of generative AI in scholarly materials .
We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
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Annual Review of Nursing Research 2013(default):67-75; ... Because there are few published examples of critique examples, this article provides the practical points of conducting a formally ...
Citing References in Text (Manual, section 8.10) APA style uses an author-date format for in-text citations. Every reference cited in the text of your document should be included in the reference list. Generally speaking, the author's last name and year of publication should be inserted into the text when appropriate.
Reading and critiquing a research article. October 11, 2012. Nurses use research to answer questions about their practice, solve problems, improve the quality of patient care, generate new research questions, and shape health policy. Nurses who confront questions about practice and policy need strong, high-quality, evidence-based research.
1. Critiquing the research article a. Title - Does it accurately describe the article? b. Abstract - Is it representative of the article? c. Introduction - Does it make the purpose of the article clear? d. Statement of the problem - Is the problem properly introduced? e. Purpose of the study - Has the reason for conducting the ...
Critique research articles mean careful and critical appraisal of strength and limitations of a piece of research, rather than hunting for and exposing mistake (Polt and Beck 2008). A critical review is an evaluation of an academic article or essay. It makes judgment, positive or negative, about the text using various criteria.
Archive: APA 6th Edition: Nursing Paper Example: APA Setup & Template. APA Toggle Dropdown. General Guidelines ; Books Toggle Dropdown. Print Books ; E-Books ; ... Sample APA Paper. This guide has has been put together by the State College of Florida BSN Faculty for the Nursing Department. It can be used as a template.
to identify what is best practice. This article is a step-by step-approach to critiquing quantitative research to help nurses demystify the process and decode the terminology. Key words: Quantitative research methodologies Review process • Research]or many qualified nurses and nursing students research is research, and it is often quite difficult
Agreeing with, defending or confirming a particular point of view. Proposing a new point of view. Conceding to an existing point of view, but qualifying certain points. Reformulating an existing idea for a better explanation. Dismissing a point of view through an evaluation of its criteria. Reconciling two seemingly different points of view.
Nursing Research: APA 7 Examples. A guide to nursing research designed and created by Clark Librarians. Home. Nursing Resources. Search Tips. Advanced Search Tips. Database Subject Headings (CINAHL & MeSH) Find Full Text Articles. Research FAQs.
Steps for creating an APA 7 title page. Student title page element. Format. Example. Paper title. Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize major words of the title.
A summary of a research article requires you to share the key points of the article so your reader can get a clear picture of what the article is about. A critique may include a brief summary, but the main focus should be on your evaluation and analysis of the research itself. What steps need to be taken to write an article critique? Before you ...
Review articles (secondary sources) Use to identify literature on your topic, the way you would use a bibliography. Then locate and retrieve the original studies discussed in the review article. Review articles are considered secondary sources. Additional search tips. Ancestry searching or backward citation searching.
These sample papers demonstrate APA Style formatting standards for different student paper types. Students may write the same types of papers as professional authors (e.g., quantitative studies, literature reviews) or other types of papers for course assignments (e.g., reaction or response papers, discussion posts), dissertations, and theses.
A literature review is a summary and analysis of research published on a specific topic. Literature reviews give a "snapshot" of individual articles and explain how each work has contributed to the field's understanding of the topic. The purpose of a literature review is to trace the history of research on a particular subject, evaluate that ...
The topics addressed in the research question are adequately covered in the literature review section of the research article. The literature review evaluates research regarding different forms of clinical simulation and how it affects either student knowledge, anxiety, or self- confidence (Cobbett & Snelgrove-Clarke, 2016, p).
In order to make a decision about implementing evidence into practice, nurses need to be able to critically appraise research. Nurses also have a professional responsibility to maintain up-to-date practice.1 This paper provides a guide on how to critically appraise a qualitative research paper. Qualitative research concentrates on understanding phenomena and may focus on meanings, perceptions ...
Any article critique example APA opens up with a cover page that shows a paper title, student name, college or university name and date. Next goes the abstract. This is the specific feature of APA style so do not skip it. Abstract is about half a page long and it sums up what will be presented in the critique, that is, main points of analysis ...
The formatting and citation examples in this guide are based upon rules and examples in the Publication Manual of the American Psychological Association: The Official Guide to APA Style, 7th edition . If you would like additions or would like to report a correction to this guide, please contact Lori Mardis . Last Updated: Jul 29, 2024 8:22 AM.
Sample Student Paper In this webinar, the style experts demonstrate how to set up student papers (font, line spacing, margins, page numbers, etc.), with an emphasis on how default word-processing software settings align with seventh edition style and make papers easier to format.
Nursing research: Generating and assessing evidence for nursing practice. Wolters Kluwer. In-Text Reference: (Polit & Beck, 2017) Print Book - Edition Other Than the First Citation: Duffy, J. R. (2018). Quality caring in nursing and health systems: Implications for clinicians, educators, and leaders (3rd ed.). Springer Publishing Company.
1. Introduction. Article Information: Mention the title of the article, the author's name, the source ( journal, magazine, etc.), and the publication date. Thesis Statement: Summarize the main argument or purpose of the article. Scope of the Critique: Briefly outline the main points you will discuss in your critique.
Critical evaluation of an identified qualitative research study. All healthcare professionals are required to understand and promote evidence based practice, and therefore are required to identify and evaluate primary research which is relevant to their own areas of practice and professional activity (Rycroft-Malone et al, 2004 p. 81-82).Nurses can critique evidence for practice that is ...
to find the examples in the Publication Manual of the American Psychological Association (7th ed.). More information on references and reference examples are in Chapters 9 and 10 of the Publication Manual as well as the Concise Guide to APA Style (7th ed.). Also see the Reference Examples pages on the APA Style website.
A critique of a quantitative research study is done. An article entitled, The use of personal digital assistants at the point of care in an undergraduate nursing program, by Goldsworthy, Lawrence, & Goodman (2006) is appraised. The Nieswiadomy (2007) text entitled, Foundations of nursing research, is used for comparison. Each section of the ...
Format. Example. Paper title. Place the title three to four lines down from the top of the title page. Center it and type it in bold font. Capitalize major words of the title. Place the main title and any subtitle on separate double-spaced lines if desired. There is no maximum length for titles; however, keep titles focused and include key terms.
The medical environment of nursing practice has been constantly evolving and becoming more complex. The continuous renewal of science and technology, the change in the disease spectrum, and the aging population have specifically impacted traditional nursing work [].On the other hand, the shortage of nursing human resources and the different disease cognition between nurses and patients have ...
For works without DOIs from websites (not including academic research databases), provide a URL in the reference (as long as the URL will work for readers). For works without DOIs from most academic research databases, do not include a URL or database information in the reference because these works are widely available. The reference should be ...
If volume, issue, and/or page numbers for the article are missing, omit these elements from the reference. If you used a print version of the newspaper article (as in the Harlan example), provide the page or pages of the article after the newspaper title. Do not include the abbreviations "p." or "pp." before the page(s).
The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.