Step 1: Choose topic
Step 2: Search databases for peer-reviewed articles
Step 3: READ the full-text of the articles
Step 4: Write you annotation
Step 5: Cite your source in APA format
See box on this page for an example. Contact your class librarian, Leigh
Stanfield at email@example.com, if you have questions about searching the databases or locating full-text of articles.
Annotated bibliographies are helpful tools when researching or writing a research paper. They allow you to organize your sources in ways that may otherwise be difficult.
With annotated bibliographies, you are able to easily find which source contains the information you need, and the citations are ready for your final paper. This alone makes annotated bibliographies useful.
Writing annotated bibliographies forces you to think about the material closely and summarize it into a short, concise paragraph. In doing so, you are able to better understand the text, which is invaluable making arguments and for source integration.
In your annotated bibliography, you should:
Establish relevancy by showing the relationship between the source and your research-in-progress: Use the strategy described in #3.
The Bibliographic Entry is the entire entry from one source. The entry is composed of the Documentation and Annotation. The entries should consist of two parts:
Documentation: The source itself, properly documented in APA.
Annotation: The paragraph of notes about the source. To be most valuable, annotations should establish credibility, summarize, and show relevancy. See full assignment criteria under the course hometab.
Kardong-Edgren, S., Adamson, K., & Fitzgerald, C. (2010). A review of currently published evaluation instruments for human patient
simulation. Clinical Simulation in Nursing, 6(1), e25-35. doi:10.1016/j.ecns.2009.08.004
Kardong-Edgren, Adamson, and Fitzgerald, nurse faculty from Washington State University, provide a review of currently published
evaluation instruments for human patient simulation and learning. The authors summarize and evaluate 29 current simulation
evaluation tools. The tools are then divided into the categories: cognitive, psychomotor, affective, group evaluation, and
developmental. The authors conclude few nurse faculty are skilled in instrument development and over 1/2 of the studies did not
measure or report reliability and validity. Faculty are encouraged to reuse current instruments and participate in multi-site studies to
provide the valid data needed to move simulation science forward. This article is intended for Nurse Faculty and Advanced Practice
Nurses evaluating simulation as a learning method.
Celeste M. Alfes, DNP, RN