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MSN Critique of quantitative and qualitative articles

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Critique of Research Studies Instructions

Directions:

Complete a critique of the quantitative and qualitative articles listed below and are provided – Please use APA format and page numbers.

  • Romeo, E. M. (2010). Quantitative Research on Critical Thinking and Predicting Nursing Students’ NCLEX-RN Performance. Journal of Nursing Education. Vol 49, No. 7.
  • Martin, J.M., Olano-Lizárraga, M & Saracibar-Razquin, M. (2016). The Experience of Family Caregivers Caring for a Terminal Patient at Home: A Research Review. International Journal of Nursing Studies 64: 1-12

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 (that I have provided) 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. (Book provided)

  • Utilize a central heading to indicate that what follows is the critique of the articles.
  • 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.
  • 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 (500 words)

  • Title
  • Abstract
  • Introduction
    • Statement of the problem
    • Hypotheses or research questions
    • Literature review
    • Conceptual/Theoretical framework

Qualitative (500 words)

Title

Abstract

Introduction

oStatement of the problem

oResearch questions

oLiterature review

oConceptual underpinnings

This assignment uses a rubric listed below:

Rubic

Critique thoroughly addresses all guidelines and criteria for the quantitative research title and abstract. 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.

Critique thoroughly addresses all guidelines and criteria for the qualitative research title and abstract. 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.

The writer is clearly in command of standard, written academic English.

All format elements are correct.

In-text citations and a reference page are complete with page number. The documentation of cited sources is free of error.


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2 3 Quick Guide to Bivariate Statistical Tests 4 5 6 Acquisitions Editor: Christina Burns Product Development Editor: Katherine Burland Editorial Assistant: Cassie Berube Marketing Manager: Dean Karampelas Production Project Manager: Cynthia Rudy Design Coordinator: Joan Wendt Manufacturing Coordinator: Karin Duffield Prepress Vendor: Absolute Service, Inc. Tenth edition Copyright © 2017 Wolters Kluwer. Copyright © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright © 2008, 2004, 1999 by Lippincott Williams & Wilkins. Copyright © 1995, 1991, 1987, 1983, 1978 by J. B. Lippincott Company. All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Wolters Kluwer at Two Commerce Square, 2001 Market Street, Philadelphia, PA 19103, via email at permissions@lww.com, or via our website at lww.com (products and services). 987654321 Printed in China Library of Congress Cataloging-in-Publication Data Polit, Denise F., author. Nursing research : generating and assessing evidence for nursing practice / Denise F. Polit, Cheryl Tatano Beck. — Tenth edition. p. ; cm. Includes bibliographical references and index. ISBN 978-1-4963-0023-2 I. Beck, Cheryl Tatano, author. II. Title. [DNLM: 1. Nursing Research—methods. WY 20.5] RT81.5 610.73072—dc23 7 2015033543 This work is provided “as is,” and the publisher disclaims any and all warranties, express or implied, including any warranties as to accuracy, comprehensiveness, or currency of the content of this work. This work is no substitute for individual patient assessment based on healthcare professionals’ examination of each patient and consideration of, among other things, age, weight, gender, current or prior medical conditions, medication history, laboratory data, and other factors unique to the patient. The publisher does not provide medical advice or guidance, and this work is merely a reference tool. Healthcare professionals, and not the publisher, are solely responsible for the use of this work including all medical judgments and for any resulting diagnosis and treatments. Given continuous, rapid advances in medical science and health information, independent professional verification of medical diagnoses, indications, appropriate pharmaceutical selections and dosages, and treatment options should be made and healthcare professionals should consult a variety of sources. When prescribing medication, healthcare professionals are advised to consult the product information sheet (the manufacturer’s package insert) accompanying each drug to verify, among other things, conditions of use, warnings, and side effects and identify any changes in dosage schedule or contraindications, particularly if the medication to be administered is new, infrequently used, or has a narrow therapeutic range. To the maximum extent permitted under applicable law, no responsibility is assumed by the publisher for any injury and/or damage to persons or property, as a matter of products liability, negligence law or otherwise, or from any reference to or use by any person of this work. LWW.com 8 TO Our Beloved Family: Our Husbands, Our Children (Spouses/Fiancés), and Our Grandchildren Husbands: Alan Janosy and Chuck Beck Children: Alex (Maryanna), Alaine (Jeff), Lauren (Vadim), and Norah (Chris); and Curt and Lisa Grandchildren: Cormac, Julia, Maren, and Ronan 9 Acknowledgments This 10th edition, like the previous nine editions, depended on the contribution of dozens of people. Many faculty and students who used the text have made invaluable suggestions for its improvement, and to all of you we are very grateful. In addition to all those who assisted us during the past 35 years with the earlier editions, the following individuals deserve special mention. We would like to acknowledge the comments of reviewers of the previous edition of this book, anonymous to us initially, whose feedback influenced our revisions. Faculty at Griffith University in Australia made useful suggestions and also inspired the inclusion of some new content. Valori Banfi, reference librarian at the University of Connecticut, provided ongoing assistance. Dr. Deborah Dillon McDonald was extraordinarily generous in giving us access to her NINR grant application and related material for the Resource Manual. We also extend our thanks to those who helped to turn the manuscript into a finished product. The staff at Wolters Kluwer has been of great assistance to us over the years. We are indebted to Christina Burns, Kate Burland, Cynthia Rudy, and all the others behind the scenes for their fine contributions. Finally, we thank our family and friends. Our husbands Alan and Chuck have become accustomed to our demanding schedules, but we recognize that their support involves a lot of patience and many sacrifices. 10 Reviewers Ellise D. Adams, PhD, CNM 11 Associate Professor The University of Alabama in Huntsville Huntsville, Alabama Jennifer Bellot, PhD, RN, MHSA Associate Professor and Director, DNP Program Thomas Jefferson University Philadelphia, Pennsylvania Kathleen D. Black, PhD, RNC Assistant Professor, Jefferson College of Nursing Thomas Jefferson University Philadelphia, Pennsylvania Dee Campbell, PhD, APRN, NE-BC, CNL Professor, Graduate Department Felician College, School of Nursing Lodi, New Jersey Patricia Cannistraci, DNS, RN, CNE 12 Assistant Dean 13 Excelsior College Albany, New York Julie L. Daniels, DNP, CNM 14 Assistant Professor Frontier Nursing University Hyden, Kentucky Rebecca Fountain, PhD, RN 15 Associate Professor University of Texas at Tyler Tyler, Texas Teresa S. Johnson, PhD, RN Associate Professor, College of Nursing University of Wisconsin—Milwaukee Milwaukee, Wisconsin Jacqueline Jones, PhD, RN, FAAN Associate Professor, College of Nursing University of Colorado, Anschutz Medical Campus Aurora, Colorado Mary Lopez, PhD, RN Associate Dean, Research Western University of Health Sciences Pomona, California Audra Malone, DNP, FNP-BC 16 Assistant Professor Frontier Nursing University Hyden, Kentucky Sharon R. Rainer, PhD, CRNP Assistant Professor, Jefferson College of Nursing Thomas Jefferson University Philadelphia, Pennsylvania Maria A. Revell, PhD, RN 17 Professor of Nursing Middle Tennessee State University Murfreesboro, Tennessee Stephanie Vaughn, PhD, RN, CRRN Interim Director, School of Nursing California State University, Fullerton Fullerton, California 18 Preface Research methodology is not a static enterprise. Even after writing nine editions of this book, we continue to draw inspiration and new material from groundbreaking advances in research methods and in nurse researchers’ use of those methods. It is exciting and uplifting to share many of those advances in this new edition. We expect that many of the new methodologic and technologic advances will be translated into powerful evidence for nursing practice. Five years ago, we considered the ninth edition as a watershed edition of a classic textbook. We are persuaded, however, that this 10th edition is even better. We have retained many features that made this book a classic textbook and resource, including its focus on research as a support for evidence-based nursing, but have introduced important innovations that will help to shape the future of nursing research. N E W TO T H I S E D I T I O N New Chapters We have added two new chapters on “cutting-edge” topics that are not well covered in any major research methods textbook, regardless of discipline. The first is a chapter on an issue of critical importance to health professionals and yet inadequately addressed in the nursing literature: the clinical significance of research findings. In Chapter 20, we discuss various conceptualizations of clinical significance and present methods of operationalizing those conceptualizations so that clinical significance can be assessed at both the individual and group level. We believe that this is a “must-read” chapter for nurses whose research is designed to inform clinical practice. The second new chapter in this edition concerns the design and conduct of pilot studies. In recent years, experts have written at length about the poor quality of many pilot studies. Chapter 28 provides guidance on how to develop pilot study objectives and draw conclusions about the appropriate next step—that is, whether to proceed to a full-scale study, make major revisions, or 19 abandon the project. This chapter is included in Part 5 of this book, which is devoted to mixed methods research, because pilots can benefit from both qualitative and quantitative evidence. New Content Throughout the book, we have included material on methodologic innovations that have arisen in nursing, medicine, and the social sciences during the past 4 to 5 years. The many additions and changes are too numerous to describe here, but a few deserve special mention. In particular, we have totally revised the chapters on measurement (Chapter 14) and scale development (Chapter 15) to reflect emerging ideas about key measurement properties and the assessment of newly developed instruments. The inclusion of two new chapters made it challenging to keep the textbook to a manageable length. Our solution was to move some content in the ninth edition to supplements that are available online. In fact, every chapter has an online supplement, which gave us the opportunity to add a considerable amount of new content. For example, one supplement is devoted to evidence-based methods to recruit and retain study participants. Other supplements include a description of various randomization methods, an overview of item response theory, guidance on wording proposals to conduct pilot studies, and a discussion of quality improvement studies. Following is a complete list of the supplements for the 31 chapters of this textbook: 1. The History of Nursing Research 2. Evaluating Clinical Practice Guidelines—AGREE II 3. Deductive and Inductive Reasoning 4. Complex Relationships and Hypotheses 5. Literature Review Matrices 6. Prominent Conceptual Models of Nursing Used by Nurse Researchers, and a Guide to Middle-Range Theories 7. Historical Background on Unethical Research Conduct 8. Research Control 9. Randomization Strategies 10. The RE-AIM Framework 11. Other Specific Types of Research 12. Sample Recruitment and Retention 13. Other Types of Structured Self-Reports 14. Cross-Cultural Validity and the Adaptation/Translation of Measures 15. Overview of Item Response Theory 16. SPSS Analysis of Descriptive Statistics 17. SPSS Analysis of Inferential Statistics 18. SPSS Analysis and Multivariate Statistics 19. Some Preliminary Steps in Quantitative Analysis Using SPSS 20. Clinical Significance Assessment with the Jacobson-Truax Approach 21. Historical Nursing Research 22. Generalizability and Qualitative Research 23. Additional Types of Unstructured Self-Reports 24. Transcribing Qualitative Data 25. Whittemore and Colleagues’ Framework of Quality Criteria in Qualitative Research 26. Converting Quantitative and Qualitative Data 27. 20 Complex Intervention Development: Exploratory Questions 28. Examples of Various Pilot Study Objectives 29. Publication Bias in Meta-Analyses 30. Tips for Publishing Reports on Pilot Intervention Studies 31. Proposals for Pilot Intervention Studies Another new feature of this edition concerns our interest in readers’ access to references we cited. To the extent possible, the studies we have chosen as examples of particular research methods are published as openaccess articles. These studies are identified with an asterisk in the reference list at the end of each chapter, and a link to the article is included in the Toolkit section of the Resource Manual. We hope that these revisions will help users of this book to maximize their learning experience. O R G A N I Z AT I O N O F T H E T E X T The content of this edition is organized into six main parts. • Part I—Foundations of Nursing Research and Evidence-Based Practice introduces fundamental concepts in nursing research. Chapter 1 briefly summarizes the history and future of nursing research, discusses the philosophical underpinnings of qualitative research versus quantitative research, and describes major purposes of nursing research. Chapter 2 offers guidance on utilizing research to build an evidence-based practice. Chapter 3 introduces readers to key research terms and presents an overview of steps in the research process for both qualitative and quantitative studies. • Part II—Conceptualizing and Planning a Study to Generate Evidence further sets the stage for learning about the research process by discussing issues relating to a study’s conceptualization: the formulation of research questions and hypotheses (Chapter 4), the review of relevant research (Chapter 5), the development of theoretical and conceptual contexts (Chapter 6), and the fostering of ethically sound approaches in doing research (Chapter 7). Chapter 8 provides an overview of important issues that researchers must attend to during the planning of any type of study. • Part III—Designing and Conducting Quantitative Studies to Generate Evidence presents material on undertaking quantitative nursing studies. Chapter 9 describes fundamental principles and applications of quantitative research design, and Chapter 10 focuses on methods to enhance the rigor of a quantitative study, including mechanisms of research control. Chapter 11 examines research with different and distinct purposes, including surveys, outcomes research, and evaluations. Chapter 12 presents strategies for sampling study participants in quantitative research. Chapter 13 describes using structured data collection methods that yield quantitative information. Chapter 14 discusses the concept of measurement and then focuses on methods of assessing 21 the quality of formal measuring instruments. In this edition, we describe methods to assess the properties of point-in-time measurements (reliability and validity) and longitudinal measurements—change scores (reliability of change scores and responsiveness). Chapter 15 presents material on how to develop high-quality self-report instruments. Chapters 16, 17, and 18 present an overview of univariate, bivariate, and multivariate statistical analyses, respectively. Chapter 19 describes the development of an overall analytic strategy for quantitative studies, including material on handling missing data. Chapter 20, a new chapter, discusses the issue of interpreting results and making inferences about clinical significance. • Part IV—Designing and Conducting Qualitative Studies to Generate Evidence presents material on undertaking qualitative nursing studies. Chapter 21 is devoted to research designs and approaches for qualitative studies, including material on critical theory, feminist, and participatory action research. Chapter 22 discusses strategies for sampling study participants in qualitative inquiries. Chapter 23 describes methods of gathering unstructured self-report and observational data for qualitative studies. Chapter 24 discusses methods of analyzing qualitative data, with specific information on grounded theory, phenomenologic, and ethnographic analyses. Chapter 25 elaborates on methods qualitative researchers can use to enhance (and assess) integrity and quality throughout their inquiries. • Part V—Designing and Conducting Mixed Methods Studies to Generate Evidence presents material on mixed methods nursing studies. Chapter 26 discusses a broad range of issues, including asking mixed methods questions, designing a study to address the questions, sampling participants in mixed methods research, and analyzing and integrating qualitative and quantitative data. Chapter 27 presents innovative information about using mixed methods approaches in the development of nursing interventions. In Chapter 28, a new chapter, we provide guidance for designing and conducting a pilot study and using data from the pilot to draw conclusions about how best to proceed. • Part VI—Building an Evidence Base for Nursing Practice provides additional guidance on linking research and clinical practice. Chapter 29 offers an overview of methods of conducting systematic reviews that support EBP, with an emphasis on meta-analyses, metasyntheses, and mixed studies reviews. Chapter 30 discusses dissemination of evidence—how to prepare a research report (including theses and dissertations) and how to publish research findings. The concluding chapter (Chapter 31) offers suggestions and guidelines on developing research proposals and getting financial support and includes information about applying for NIH grants and interpreting scores from NIH’s 22 new scoring system. K E Y FE AT U R E S This textbook was designed to be helpful to those who are learning how to do research as well as to those who are learning to appraise research reports critically and to use research findings in practice. Many of the features successfully used in previous editions have been retained in this 10th edition. Among the basic principles that helped to shape this and earlier editions of this book are (1) an unswerving conviction that the development of research skills is critical to the nursing profession, (2) a fundamental belief that research is intellectually and professionally rewarding, and (3) a steadfast opinion that learning about research methods need be neither intimidating nor dull. Consistent with these principles, we have tried to present the fundamentals of research methods in a way that both facilitates understanding and arouses curiosity and interest. Key features of our approach include the following: • Research Examples. Each chapter concludes with one or two actual research examples designed to highlight critical points made in the chapter and to sharpen the reader’s critical thinking skills. In addition, many research examples are used to illustrate key points in the text and to stimulate ideas for a study. Many of the examples used in this edition are open-access articles that can be used for further learning and classroom discussions. • Critiquing Guidelines. Most chapters include guidelines for conducting a critique of each aspect of a research report. These guidelines provide a list of questions that draw attention to specific aspects of a report that are amenable to appraisal. • Clear, “user-friendly” style. Our writing style is designed to be easily digestible and nonintimidating. Concepts are introduced carefully and systematically, difficult ideas are presented clearly, and readers are assumed to have no prior exposure to technical terms. • Specific practical tips on doing research. This textbook is filled with practical guidance on how to translate the abstract notions of research methods into realistic strategies for conducting research. Every chapter includes several tips for applying the chapter’s lessons to real-life situations. These suggestions are in recognition of the fact that there is often a large gap between what gets taught in research methods textbooks and what a researcher needs to know to conduct a study. • Aids to student learning. Several features are used to enhance and reinforce learning and to help focus the student’s attention on specific areas of text content, including the following: succ ...
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Final Answer

Whats up buddy?😀I completed the assignment and I used APA style for formatting and referencing.😎Everything should be clear but if you have any questions..hit me up and I will explain..😇Otherwise if the work is satisfactory, go ahead to complete and review the question below..👇

Critique of Research Articles
Article One
Quantitative
Title
Abstract
Introduction
Statement of the Problem
Hypotheses or Research Questions
Literature Review
Conceptual/Theoretical framework
Article Two
Qualitative
Title
Abstract
Introduction
Statement of the Problem
Research Questions
Literature Review
Conceptual Underpinnings


Running head: CRITIQUE TO RESEARCH ARTICLES

1

Critique of Research Articles
Article One
Romeo, E. M. (2010). Quantitative Research on Critical Thinking and Predicting Nursing
Students' NCLEX-RN Performance. Journal of Nursing Education. Vol 49, No. 7.
Quantitative
Title
The title of the research report is appropriate and well presented. A majority of
quantitative studies are structured to study phenomena, and in this case, the aspect is clearly
stated (Critical thinking). The length is considerable, and the homogenous variables are declared.
No off-point words are used in the title of the report.
Abstract
The author provides a lengthy abstract, which is over five hundred words. It
comprehensively highlights the purpose, its usefulness to students, assessments, theoretical
frameworks reviewed, assumptions and limitations. Therefore, it is a satisfactory abstract.
Introduction
The report does not have information under this significant segment. However, the author
provides some background information on crit...

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