Critique of Research Studies

 

ASSIGNMENT DETAILS Follow the instructions provided in “Critique of Research Studies Instructions.” Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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. Directions: Complete a critique of the quantitative and qualitative articles that were submitted in Topic 3. This assignment will be completed in three parts. Refer to the information below as a guide to the information that should be included in each part. Follow the guidelines for the quantitative and qualitative article critiques in Box 5.2: Guide to an Overall Critique of a Quantitative Research Report, and Box 5.3: Guide to an Overall Critique of a Qualitative Research Report, in Chapter 5 of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook. 1. Utilize a central heading to indicate that what follows is the critique of the articles. 2. The side headings of the critique for each article should follow the headings in Box 5.2 and Box 5.3 in Chapter 5 of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook. 3. Note that within these basic guidelines, there are additional references to Detailed Critiquing Guidelines found in additional boxes in other chapters of the Nursing Research: Generating and Assessing Evidence for Nursing Practice textbook focused on the various elements of a research study report. Use these to expand the research study and to learn specific terminology appropriate to the critique of research. When turning in the final submission, please put the elements in the following order: Quantitative Article Critique, Qualitative Article Critique, References (which should include the two articles, the text, and any other additional sources). Critique of Research Studies – Part 1: Due Topic 4 For Part 1 of the critique, focus only on the following segments for each article: Quantitative Qualitative • Title • Title • Abstract • Abstract • Introduction • Introduction o Statement of the problem o Statement of the problem o Hypotheses or research questions o Research questions o Literature review o Literature review o Conceptual/Theoretical framework o Conceptual underpinnings RUBRIC : Not submitted 0.00% 2 Unsatisfactory 75.00% 3 Less Than Satisfactory 80.00% 4 Satisfactory 88.00% 5 Good 92.00% 6 Excellent 100.00% 70.0 %Content 7.0 %Quantitative Title and Abstract None Critique is missing for quantitative research title and abstract. Critique incompletely or incorrectly addresses guidelines and criteria for a quantitative research title and abstract. Critique is not supported with relevant evidence. Critique addresses some guidelines and criteria for a quantitative research title and abstract. Parts of the critique are supported with relevant evidence. Critique thoroughly addresses most guidelines and criteria for a quantitative research title and abstract. Critique is supported with relevant evidence. Critique thoroughly addresses all guidelines and criteria for the quantitative research title and abstract. Critique is supported with relevant evidence. 28.0 %Quantitative Introduction: Statement of the problem, hypotheses or research questions, literature review, and conceptual framework/theoretical framework None Critique is missing for all quantitative introduction components. Critique is vague and addresses some guidelines and criteria for each of the quantitative research introduction components OR the critique is thorough but is missing three components. Critique is unsupported with evidence. Critique is brief and addresses some guidelines and criteria for each of the quantitative research introduction components OR the critique is thorough but is missing two components. Critique is somewhat supported with relevant evidence. Critique is detailed and addresses most guidelines and criteria for each of the quantitative research introduction components OR the critique is thorough but is missing a component. Critique is supported with relevant evidence. Critique thoroughly addresses all guidelines and criteria for each of the quantitative research introduction components. Critique is supported with relevant evidence. 7.0 %Qualitative Title and Abstract None Critique is missing for qualitative research title and abstract. Critique incompletely or incorrectly addresses guidelines and criteria for a qualitative research title and abstract. Critique is not supported with relevant evidence. Critique addresses some guidelines and criteria for a qualitative research title and abstract. Parts of the critique are supported with relevant evidence. Critique thoroughly addresses most guidelines and criteria for a qualitative research title and abstract. Critique is supported with relevant evidence. Critique thoroughly addresses all guidelines and criteria for the qualitative research title and abstract. Critique is supported with relevant evidence. 28.0 %Qualitative Introduction: Statement of the problem, research questions, literature review, and conceptual underpinnings None Critique is missing for all qualitative introduction components. Critique is vague and addresses some guidelines and criteria for each of the qualitative research introduction components OR the critique is thorough but is missing three components. Critique is unsupported with evidence Critique is brief and addresses some guidelines and criteria for each of the qualitative research introduction components OR the critique is thorough but is missing two components. Critique is somewhat supported with relevant evidence. Critique is detailed and addresses most guidelines and criteria for each of the qualitative research introduction components OR the critique is thorough but is missing a component. Critique is supported with relevant evidence. Critique thoroughly addresses all guidelines and criteria for each of the qualitative research introduction components. Critique is supported with relevant evidence. 20.0 %Organization and Effectiveness 20.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) None Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. The writer is clearly in command of standard, written academic English. 10.0 %Format 5.0 %Paper Format (Use of appropriate style for the major and assignment) None Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) None No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error. 100 %Total Weightage ASSIGNMENT SUBMITTED IN WK 3 Designing and Conducting Quantitative Studies to Generate Evidence for Nursing Problem statement The effectiveness of using modules like the crossword puzzles while dealing with quantitative research design. Statement of purpose Quantitative research design uses modules like a crossword puzzle, the across in addition, down designs. In crossword puzzles, the nurses use concepts based on Chapter 9. They will fill the puzzle boxes with research problems and find out questions which they answer. Thus, they come up with questions, which they employ and answer them in the blank boxes (Oh, 2016). Research Question Do these crossword puzzles end up being useful? Do they meet the requirements of their purpose? In what ways do they help? These are some of the research questions that can be asked. Method The techniques generated to solve the problem of these patients mainly involve observing their mode of behavior. The patients can be interviewed to find out the form of diseases they have encountered. The historical background of such clients can also be determined, since maybe they inherited such conditions from their parents (Oh, 2016). A module with independent and independent variables are used to find out the statement of the problem. Key findings Rigor and Validity of Quantitative Research This is one of the techniques that nurses use to determine evidence in their field of work. The concept in Chapter 10 is always used. Methods such as crossword puzzles, with the down and across problem, are heavily applied here. The independent variable is used here. The research found here usually exists from the real-life skills that patients undergo. Nurses administer various efforts, such as internal and external validity. This is conducted in real-world clinical settings. The analysis and interpretation of quantitative research are done through the crossword puzzle, with an across and down procedure. In across, a deletion is made. This is from the cases that miss information on an analytical basis. Whenever multiple sites are seen, the down analysis is done. Thus, based on the research questions, this kind of research becomes helpful and can be used to meet the requirements of the nurses and to help them obtain required information through observations (“Quantitative Research Methodologies”). References Oh, E. G. (2016). Synthesizing Quantitative Evidence for Evidence-based Nursing: Systematic Review. Asian Nursing Research, 10(2), 89-93. doi:10.1016/j.anr.2016.05.001 Quantitative Research Methodologies. (n.d.). Designing and Conducting Research in Education, 137-164. doi:10.4135/9781483385648.n6 ? Design and Conducting Qualitative Studies to Generate Evidence for Nursing Problem statement The effectiveness of using encountered problems as the research questions for a qualitative research study in generating evidence for nursing. Statement of purpose Qualitative research is based on the social perspective constructivism, according to Cannon (2015). The problem being researched is then turned into research questions. This is determined by the prior research experience. The mode of data collection is mainly interview and observation. The across design is used to determine an experiment done by groups, which are later compared as evidence for nursing. The form of control group portrayed is a quasi-experiment. The data used is from a previous table. The health conditions of various patients suffering from different kinds of illness are indicated. The type of treatment is shown for such individuals (Fain, 2017). Research Question How effective are the research questions that are used while using qualitative analysis? Method The form of design and approaches used in this form of research are the crossword puzzle, the down and across the map. The crossword puzzle employs techniques present in Chapter 20. The across model has helped nurses conduct evidence found in the archive. The Feininger’s phrase is used here. Researchers that speak about gender discrimination are performed with across design. They often determine the historical evidence, such as those cultural practices that affect the health of men and women. The kind of behavior indicated by these genders is shown. The down method often targets aspects found an insider’s view. Theory development and a qualitative tradition criterion are used to identify the history of different people (Carter, Bryant-Lukosius, DiCenso, Blythe & Neville, 2014). The form of sampling applied in this study is the down, across, and a crossword puzzle. The across sampling is often preferred by grounded theory researchers. The interview done with a particular group of individuals is used to find information needed for nursing evidence. Suppose the researchers want to find an individual phenomenon, they will use the down analysis. This is because they want to see a different case that has existed over time (Fain, 2017). Key findings The mode of data collection often used in qualitative research is interview and observation. The discussion created is used to fill in the gaps in the crossword puzzle and the across criterion, too. The amount of question opts to be covered listed down by the nurses, which the interviewer has to answer. The observation method is used for notetaking. In the down method, a visual record done through observation is used (Cope, 2014). The life experiences of these individuals are discussed to find out the mode of gender discrimination that has taken place all along. Data analysis is done here via the use of down, across, or crossword puzzle. In across study, a sociogram is used. The form of the conversation between the interviewee and interviewer is indicated. The critical point often created in this type of research is the law of integrity and trustworthiness. This is because the solution to the problem of gender discrimination has to be found. Thus, nurses try as much as they can to be trustful in their research jobs to solve the problem at hand (Cope, 2014). Based on the research question, this kind of analysis meets its purpose. References Cannon, S. (2015). Introduction to Nursing Research. Jones & Bartlett Publishers. Cope, D. G. (2014, January). Methods and meanings: Credibility and trustworthiness of qualitative research. In Oncology Nursing Forum (Vol. 41, No. 1). Fain, J. A. (2017). Reading, Understanding, and Applying Nursing Research. FA Davis. Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014, September).

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