nursing research
nursing research
APA FORMAT REFERENCE NOT MORE THAN FIVE (5) YEARS OLD. Critical Appraisal of a Quantitative Study
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Assignment Guideline and Rubric The goals of this assignment are to: • • • Assist students in understanding the basic process of conducting a literature review/critical appraisal. Assist students in understanding the beginning process of conducting an evidence-based practice review. Provide students with the beginnings of scientifically based knowledge on a selected procedure/topic related to nursing research. Steps of the process: • • • Select a topic with instructor’s approval. Important because some articles that have been shown to me are not research quantitative nor qualitative research studies that have come from refereed journals.Article can be quantitative or qualitative and preferably from a nursing research journal. (Please submit article to me by end of the day on Monday because I must critique it in order to be able to evaluate your critique.) Appraise the article critically using the guidelines provided in Chapter 12.This is the information provided in the syllabus.. Prepare a presentation to facilitate where a/the group member(s) discuss aspects of the critique. (See guidelines/questions below.)Power point is suggested because it may provide creativity and generate audience interest. Information to include in the report (see examples on pages 433-442) Research Problem and Purpose Why is the problem significant to nursing? • Will the study problem and purpose generate or refine knowledge for nursing practice? Literature Review • • • How current is the literature review? Does the literature review provide rationale and direction for the study? Is a clear, concise summary presented of the current empirical and theoretical knowledge in the area of study? Study Framework • • • Is the framework/theoretical basis presented with clarity? If a map or model is presented, is it adequate to explain the phenomenon of concern? If a proposition from a theory is tested, is the proposition clearly identified and linked to the study hypotheses? Research Objectives, Questions, or Hypotheses • • • Are the objectives, questions, or hypotheses expressed clearly? Are the objectives, questions, or hypotheses logically linked to the research purpose and framework? Are the research objectives, questions, or hypotheses linked to concepts and relationships from the framework? Variables • • • Do the variables reflect the concepts identified in the framework? Are the variables clearly defined? Is the conceptual definition of a variable consistent with the operational definition? Method/Design .What type of research is it? Explain. How were study subjects selected? Are any subjects excluded from the study based on age, socioeconomic status, or race, without a sound rationale? If more than one group is used, do the groups appear equivalent? Are the rights of human subjects protected? Is the setting used in the study typical of clinical settings? Measurements What are the instruments that were used to measure variables and if they are scales and questionnaires did the investigator(s) clearly describe them, especially the reliability/validity of the instruments? If data were collected by observation as in qualitative studies are the phenomena to be observed clearly identified and defined? Is interrater and intrarater reliability described? Are the techniques for recording observations described? Interviews Do the interview questions address concerns expressed in the research problem? Are the interview questions relevant for the research purpose and objectives, questions, or hypotheses? Physiological Measures Are the physiological measures or instruments clearly described? Are the methods for recording data from the physiological measures clearly described? Data Collection and Analysis Is the data collection process clearly described? Is the training of data collectors clearly described and adequate? Are the results presented in an understandable way? Interpretation of Findings • • • Are findings discussed in relation to each objective, question, or hypothesis? Are the findings clinically significant? Do you believe that there are limitations that the investigator(s) did not identify? Evaluation • • • • • • • What do you determine are the major strengths/weaknesses of the study? To what populations can the findings be generalized? What questions emerge from the findings, and are these identified by the researcher? What future research can be envisioned? Can the study be replicated by other researchers? How do findings inform your practice as a nurse? When the findings are examined based on previous studies, what is now known and not known about the phenomenon under study? That is, are the findings consistent with those from previous studies? Does the author indicate the implication of the findings for practice? What are the implications of the findings for nursing practice? NURS 400 – INTRODUCTION TO NURSING RESEARCH Rubric for evaluation of research critique NURS 400 – INTRODUCTION TO NURSING RESEARCH Rubric for evaluation of research critique TITLE OF ARTICLE: Value % CRITERIA % STRUCTURE Evaluation of overall Critique Introduction (10%) Title of article How was article selected Purpose of the study Paper logically arranged to address main points of criteria for critique: (70%) Statement of the problem Hypotheses Theoretical framework Literature review Variables Operational definition(s) Sample Instruments Data collection and analysis Results Summary: (10%) 90% COMMENTS Earned Conclusions/How do findings inform nursingpractice? APA Where necessary uses APA format correctly (5%) 10% Uses correct grammar, spelling, punctuation, and capitalization. Article critiqued is from peer reviewed journal (5%) FINAL GRADE 100%100% 8 days ago REQUIREMENTS American Journal of Nursing Science 2015; 4(2-1): 66-73 Published online January 26, 2015 (http://www.sciencepublishinggroup.com/j/ajns) doi: 10.11648/j.ajns.s.2015040201.22 ISSN: 2328-5745 (Print); ISSN: 2328-5753 (Online) Assessment of quality of life and fatigue among haemodialysis patients Tsiamis Georgios1, Alikari Victoria1, *, Fradelos Evangelos2, Papapetrou Savvas3, Zyga Sofia1 1 Department of Nursing, University of Peloponnese, Sparta, Greece State Mental Hospital of Attica “Daphne”, Athens, Greece 3 Dr of Social Psychology, Educator of Nursing Department, University of Peloponnese, Sparta, Greece 2 Email address: tsmgeorge@gmail.com (Tsiamis G. ), vicalikari@gmail.com (Alikari V. ), evagelosfradelos@hotmail.com (Fradelos E. ), spapapetrou@yahoo.com (Papapetrou S.) , zygas@uop.gr (Zyga S.) To cite this article: Tsiamis Georgios, Alikari Victoria, Fradelos Evangelos, Papapetrou Savvas, Zyga Sofia. Assessment of Quality of Life and Fatigue among Haemodialysis Patients. American Journal of Nursing Science. Special Issue: Mental Health Care: Aspects, Challenges and Perspectives. Vol. 4, No. 2-1, 2015, pp. 66-73. doi: 10.11648/j.ajns.s.2015040201.22 Abstract: Fatigue is one of the most common symptoms of haemodialysis patients and is associated with poor quality of life. Purpose: To investigate the levels of fatigue and its correlation with quality of life of haemodialysis patients. Results: Of the 134 haemodialysis patients, the majority of patients (52,9%) seemed to have low rates of fatigue (10
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