NUR 300 Module 1 Short Paper example

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A finished NUR 300 Module 1 short paper, written out in full: three published sources on why hospitalized adults sleep so badly, each one sorted by what kind of source it is, how strong it is, and what a nurse could fairly do with it. The ward and its night routine are a composite; the sources are real and listed at the end.

What this page holds

One complete NUR 300 Module 1 source evaluation paper on inpatient sleep disruption, in APA 7 student form with a title page, three appraised sources, a closing judgment and a verified reference list. Searches like "nur 300 module 1 assignment", "nur300 module 1 short paper" and "nur 300 module 1 example" land here.

The NUR 300 Module 1 example, in full

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Why Patients Cannot Sleep on a Medical Unit: Evaluating Three Sources on Inpatient Sleep Disruption

[Student Name]

Southern New Hampshire University

NUR 300: Scholarly Inquiry

Module One Short Paper

[Instructor Name]

[Date]

The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.

What this page is doingThe title states the practice question and the task in plain words, so the grader knows this is an appraisal of sources rather than a paper about sleep in general. The title page follows the APA 7 student format: title, author, university, course number and name, the deliverable, instructor and date. The composite line tells the reader the unit is invented while the sources are real.
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Why Patients Cannot Sleep on a Medical Unit: Evaluating Three Sources on Inpatient Sleep Disruption

On the 30-bed medical unit where I work nights, the routine between midnight and 6:00 a.m. is familiar to every nurse on the floor. Vital signs are due at midnight and again at 4:00 a.m., laboratory draws arrive at 4:30 a.m., the intravenous pumps alarm when a bag runs dry, and the patient in the next bed calls out for the bathroom. By morning, patients often tell the day nurse that they did not sleep at all. The question that started this search was simple: how much sleep do hospitalized adults actually lose, what disturbs it, and which of those disturbances are within nursing control?

This paper evaluates three sources found through the Shapiro Library databases using the terms inpatient sleep, sleep disruption, and hospitalized adults. For each source it asks four questions: what kind of publication is this, who wrote it and for whom, how was the evidence produced, and how much weight can a nurse place on it. The aim is not to summarize the sources but to decide what each one is good for.

What this page is doingThe opening grounds the search in a real routine, so the reader sees why the question matters to nursing before any source appears. The second paragraph names the database, the search terms and the four appraisal questions. That is the method section of a short appraisal paper, and graders look for it because it shows the sources were chosen, not stumbled on.
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Source One: A Multicenter Survey Study

Wesselius et al. (2018) surveyed about 2,000 adult patients admitted to general wards in 39 hospitals in the Netherlands and asked them to compare their sleep in the hospital with their usual sleep at home. The study was published in JAMA Internal Medicine, a peer-reviewed medical journal, and the author group included physicians and sleep researchers from academic hospitals. Patients reported sleeping substantially less in the hospital than at home, more than an hour less per night, and waking earlier and more often. The factors they most often blamed were noise from other patients, noise from medical equipment, pain, trips to the toilet, and being woken by hospital staff.

This is primary research: the authors collected new data and analyzed it. Its strengths are its size and its spread across many hospitals, which makes it less likely that the findings reflect one unusual ward. Its limits are just as clear. Sleep was measured by patient report, not by an objective device, so patients who slept poorly may have remembered their nights as worse than they were. The design was cross-sectional, so it shows association rather than cause. For a nurse, the study is strong enough to say that inpatient sleep loss is common and that staff activity is one of the reported causes, but not strong enough to say that any single change would fix it.

What this page is doingEach source section follows the same four moves in the same order: type, authorship, method and weight. The last sentence is the one that earns the most credit, because it states exactly what the study can and cannot support. Naming self-report and the cross-sectional design as limits shows appraisal rather than description.
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Source Two: A Systematic Review of Interventions

Miller et al. (2019) conducted a systematic review of nonpharmacological interventions meant to improve sleep in hospitalized patients, published in General Hospital Psychiatry. A systematic review follows a stated search strategy across several databases, applies inclusion rules decided in advance, and appraises the quality of every study it includes. The interventions in the included studies ranged from earplugs and eye masks to relaxation techniques, music, and changes to the timing of nighttime care.

The review is a higher level of evidence than a single study because it gathers and weighs many studies at once. Its conclusions, however, were cautious. Several interventions showed promise, but the included trials were often small, used different measures of sleep, and were at risk of bias, so the authors could not name one approach as clearly effective. That caution is itself useful. It tells a nurse that simple measures such as offering earplugs are reasonable and low in risk, while warning against promising patients a result the evidence does not yet show. Under the Johns Hopkins hierarchy, a systematic review of mixed designs sits above a single survey study, but its rating also depends on the quality of what it includes (Dang et al., 2022).

What this page is doingThe paper explains what a systematic review is before judging it, which shows the writer understands why it ranks higher. It then reports the review's own caution instead of overstating its findings. Citing a named evidence hierarchy gives the ranking a basis a grader can check, rather than leaving it as opinion.
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Source Three: An Invited Commentary

Growdon and Inouye (2018) wrote an invited commentary that appeared alongside the survey study in the same journal issue. Both authors are established researchers in hospital care of older adults, and the piece passed editorial review. It is still not research. The authors did not collect data; they interpreted the findings of others, placed them in the context of delirium and recovery in older patients, and argued that hospitals should treat sleep as part of routine care rather than as a comfort measure.

A commentary is valuable for framing. It explains why a finding matters and points toward practical responses, such as grouping nighttime tasks so that a patient is woken once rather than four times. What a commentary cannot do is serve as the evidence for a practice change, because its claims rest on other sources that must be read and judged directly. In a scholarly paper, this source would support a sentence about why inpatient sleep deserves nursing attention, while the claims about how often sleep is disrupted would be cited to the survey study itself.

What this page is doingMany students treat anything in a journal as research. This section shows the difference between a peer-reviewed source and a research source, and it assigns the commentary a specific job in a future paper. That practical assignment of roles is what a strong evaluation looks like.
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Comparing the Sources

Placed side by side, the three sources do different work. The systematic review carries the most weight for any question about what helps, even though its answer is uncertain. The survey study carries the most weight for describing the size and causes of the problem in general wards. The commentary carries the least weight as evidence but the most as argument, because it connects sleep loss to outcomes that matter to nurses, such as confusion in older patients. A fourth source found during the search, a quality improvement project that restructured nighttime clinical work on medicine units (Holleck et al., 2023), shows how a single hospital acted on this problem. Quality improvement reports describe local change rather than generalizable findings, so it would be read as an example of what is possible, not as proof that the same change would work on my unit.

Two habits shaped these judgments. First, the type of publication was identified before its conclusions were read, so a persuasive argument could not be mistaken for data. Second, each source was asked what it could support, not only what it said. A strong paper later in this course will need both habits, because the final project depends on sources chosen and weighed in exactly this way.

What this page is doingThe comparison ranks the sources by the job each can do, which is a more mature judgment than simply ranking them from best to worst. Introducing a quality improvement report and placing it correctly adds a fourth source type without padding the paper. The closing habits connect this short assignment to the final project, which graders reward in a milestone-built course.
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Conclusion

Hospitalized adults lose meaningful sleep, and patients themselves point to noise and staff activity as causes. The evidence about what fixes the problem is still modest, and the most persuasive writing on the subject is commentary rather than research. For a nurse on a night shift, that combination supports a careful position: routine nighttime interruptions deserve review, low-risk measures are reasonable, and any unit change should be measured rather than assumed to work. Knowing which source supports which part of that position is the skill this assignment is designed to build.

References

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2022). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.

Growdon, M. E., & Inouye, S. K. (2018). Minimizing sleep disruption for hospitalized patients. JAMA Internal Medicine, 178(9), 1208-1209. https://doi.org/10.1001/jamainternmed.2018.2679

Holleck, M. E., Tikkanen, K., Holleck, J. L., Frank, C., Falco, N., Cosentino, D., & Chang, J. J. (2023). Reducing nighttime interruptions and improving sleep for hospitalized patients by restructuring nighttime clinical workflow. Journal of General Internal Medicine, 38(9), 2091-2097. https://doi.org/10.1007/s11606-022-08005-2

Miller, M. A., Renn, B. N., Chu, F., & Torrence, N. (2019). Sleepless in the hospital: A systematic review of non-pharmacological sleep interventions. General Hospital Psychiatry, 59, 58-66. https://doi.org/10.1016/j.genhosppsych.2019.05.006

Wesselius, H. M., van den Ende, E. S., Alsma, J., ter Maaten, J. C., Schuit, S. C. E., Stassen, P. M., de Vries, O. J., Kaasjager, K. H. A. H., Haak, H. R., van Doormaal, F. F., Hoogerwerf, J. J., Terwee, C. B., van de Ven, P. M., Bosch, F. H., van Someren, E. J. W., & Nanayakkara, P. W. B. (2018). Quality and quantity of sleep and factors associated with sleep disturbance in hospitalized patients. JAMA Internal Medicine, 178(9), 1201-1208. https://doi.org/10.1001/jamainternmed.2018.2669

How this NUR 300 Module 1 example is structured

The paper opens with the question that sent the writer to the library, taken from a real night-shift routine: why do patients on a medical unit sleep so poorly, and is any of it within nursing control? Each of the three sources then gets its own section in the same order: what kind of publication it is, who produced it and for whom, how the evidence was gathered, and how far a nurse could lean on it. A short comparison ranks the three against each other using a named evidence hierarchy, and the conclusion says which source would carry a practice change and which would only frame the argument. Margin notes explain why each move earns credit.

Get NUR 300 Module 1 written to your instructions

Send the Module 1 prompt and rubric from Brightspace, the subject your section assigned or the one you picked, and any source rules your instructor posted. A paper built to those instructions comes back in 24 to 48 hours, and the first one is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

NUR 300 Module 1 questions, answered

What does NUR 300 Module 1 usually ask for?

In many current sections the first graded paper is short and skill-focused: locate scholarly sources through the Shapiro Library, tell a research article apart from a commentary or a web page, and judge how much weight each can bear. Some sections pair it with a library tutorial. The instructions and rubric in your own classroom decide the exact task.

Can a commentary or editorial count as a scholarly source in NUR 300?

It can count as scholarly, because it appears in a peer-reviewed journal and is written by experts, but it is not research. It offers informed opinion and synthesis rather than new data. Use it to frame a problem or point to evidence, and rest any claim about outcomes on the studies themselves.

How many sources does a NUR 300 source evaluation need?

Most prompts at this stage set a small number, often two to four, because the point is depth of appraisal rather than volume. Three well-judged sources usually beat eight summarized ones. If your rubric names a number or a recency window, such as the last five years, follow that exactly.