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Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
Rough Draft Qualitative Research Critique and Ethical Considerations
cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com
Research Critique Guidelines
To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.
Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.
Qualitative Study
Background of Study:
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
· Were the purpose and research questions related to the problem?
Method of Study:
· Were qualitative methods appropriate to answer the research questions?
· Did the author identify a specific perspective from which the study was developed? If so, what was it?
· Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?
· Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.
· Did the author evaluate or indicate the weaknesses of the available studies?
· Did the literature review include adequate information to build a logical argument?
· When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?
Results of Study
· What were the study findings?
· What are the implications to nursing?
· Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?
Ethical Considerations
· Was the study approved by an Institutional Review Board?
· Was patient privacy protected?
· Were there ethical considerations regarding the treatment or lack of?
Conclusion
· Emphasize the importance and congruity of the thesis statement.
· Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
· Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.
· Integrate a summary of the knowledge learned.
Quantitative Study
Background of Study:
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
· Were the purpose and research questions related to the problem?
Methods of Study
· Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify?
· Was informed consent obtained from the subjects or participants?
· Did it seem that the subjects participated voluntarily in the study?
· Was institutional review board approval obtained from the agency in which the study was conducted?
· Are the major variables (independent and dependent variables) identified and defined? What were these variables?
· How were data collected in this study?
· What rationale did the author provide for using this data collection method?
· Identify the time period for data collection of the study.
· Describe the sequence of data collection events for a participant.
· Describe the data management and analysis methods used in the study.
· Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis?
· What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?
Results of Study
· What is the researcher’s interpretation of findings?
· Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings?
· What limitations of the study were identified by researchers?
· Was there a coherent logic to the presentation of findings?
· What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing?
· What suggestions are made for further studies?
Ethical Considerations
· Was the study approved by an Institutional Review Board?
· Was patient privacy protected?
· Were there ethical considerations regarding the treatment or lack of?
Conclusion
· Emphasize the importance and congruity of the thesis statement.
· Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
· Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.
· Integrate a summary of the knowledge learned.
Reference
Burns, N., & Grove, S. (2011). Understanding nursing research (5th ed.). St. Louis, MO: Elsevier.
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Analyze legal and ethical implications of counseling clients with psychiatric disorders
· Develop diagnoses for clients receiving psychotherapy*
· Analyze legal and ethical implications of counseling clients with psychiatric disorders*
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
· Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
· Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
· Explain any legal and/or ethical implications related to counseling this client.
· Support your approach with evidence-based literature.
NOTE: PLEASE SEE THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION
Practicum Experience Time Log and Journal Template
Student Name:
E-mail Address:
Practicum Placement Agency’s Name:
Preceptor’s Name:
Preceptor’s Telephone:
Preceptor’s E-mail Address:
(Continued next page)
Time Log
List the objective(s) met and briefly describe the activities you completed during each time period. If you are not on-site for a specific week, enter “Not on site” for that week in the Total Hours for This Time Frame column. Journal entries are due in Weeks 4, 8, and 11; include your Time Log with all hours logged (for current and previous weeks) each time you submit a journal entry.
You are encouraged to complete your practicum hours on a regular schedule, so you will complete the required hours by the END of WEEK 11.
Time Log
Week Dates Times Total Hours for This Time Frame Activities/Comments Learning Objective(s) Addressed
1 “not on site”
2 6/5/17 8am-5pm 8 Admissions, evaluations, follow-ups, med management, psychotherapy Mini-mental state examination, CAGE and Beck depression inventory was used
6/6/17 8am-5pm 8 Admissions, evaluations, follow-ups, med management, psychotherapy Intake and initial assessments were performed. Mini-mental state examination was administered.
Total Hours Completed: 16
Journal Entries
The Client
24-year-old white male self-admitted as an inpatient due to fear of hurting others. Patient is from out of town, currently attending military drills. Patient found out that his significant other he was planning on proposing to has be actively having relations with his step-brother. Patient has a history of fits of rage at a young age that caused hospitalizations of others so he felt it was best he received help before doing harm to others. Patient has no other psychiatric history, no suicidal ideations, not hearing voices or seeing things that are not present, he does not believe others are out to do harm to him. Patient states that no one in his immediate family has history of psychiatric conditions. Patient does report physical and verbal abuse from step-father as a young child. During his teenage years patient was addicted to illicit drugs and alcohol.
Diagnosis
According to the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), the patient presents with characteristics of PTSD. The patient exhibits “irritable behavior and angry outbursts (with little or no provocation) typically expressed as verbal or physical aggression, reckless or self-destructive behavior, exaggerated startle response, problems with concentration and sleep disturbance lasting since his early teen years” (American Psychiatric Association, 2013).
Patient states he has difficulty trusting others, assures his back is always to a wall, is easily agitated and tends to frequently relay his anger verbally, was once addicted to illicit drugs to cope with the stress in is life, has difficulty concentrating on simple tasks and must keep himself busy at all time, also states he sleeps very little.
Legal and Ethical Implications
Special concerns with this patient were voiced because of his current non-active role in the military. The patient came from training drills to seek help for his anger. The military has certain requirements for the patient to be able to safely return to drills. Ethically it is important to ensure the patient’s safety first and assess his intent to do harm to others. In the case of this patient, he was kept for observation for three days before being allowed discharge although the patient was addiment that he just needed a safe place for one night and that he did not feel the need to do harm to himself or others. The case can be made that individuals with military training, combat exposure, and ensuing PTSD may find it even more difficult to engage in an accurate appraisal of danger. Training for combat increases reliance on muscle memory or automatic actions in times of perceived threat, training that was provided initially by the military to help soldiers stay alive. But the physiological sensitivity that results from a chronically disordered pattern of arousal as is found in PTSD can set the stage for a quicksilver reactivity that leads to actions in a civilian setting that have criminal justice implications (Tramontin, 2010).
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, DC: Author.
Tramontin, M. (2010). Exit Wounds: Current Issues Pertaining to Combat-Related PTSD
of Relevance to the Legal System. Developments In Mental Health Law, 29(1), 23-47.
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Review the Statistics and Data Analysis for Nursing Research chapters assigned in this week’s Learning Resources. Pay close attention to the examples presented, as they provide information that will be useful when you complete the software exercise this week
Descriptive Statistics/Nursing
Descriptive Statistics
This week, you explore key statistical concepts related to data and problem solving through the completion of the following exercises using SPSS and the information found in your Statistics and Data Analysis for Nursing Research textbook. The focus of this assignment is to become familiar with the SPSS data analysis software and to develop an understanding of how to calculate descriptive statistics and make conclusions based on those calculations. As you formulate your responses, keep in mind that descriptive statistics only allow you to make conclusions and recommendations for the sample at hand—not for the larger population to which that sample may belong.
To prepare:
Review the Statistics and Data Analysis for Nursing Research chapters assigned in this week’s Learning Resources. Pay close attention to the examples presented, as they provide information that will be useful when you complete the software exercise this week. You may also wish to review the Research Methods for Evidence-Based Practice video resources to familiarize yourself with the software.
Refer to the Week 4 Descriptive Statistics Assignment page and follow the directions to calculate descriptive statistics for the data provided using SPSS software. If you run into any difficulties or problems, post them to the Week 4 Discussion 2 area (see attached file)
Download and save the Polit2SetA.sav (see attached file) data set. You will open the data file in SPSS.
Compare your data output against the tables presented in the Week 4 Descriptive Statistics SPSS Output document (see attached file) This will enable you to become comfortable with defining variables, entering data, and creating tables and graphs.
Formulate an initial interpretation of the meaning or implication of your calculations.
To complete:
Complete the Part I, Part II, and Part III steps and Assignment as outlined in the Week 4 Descriptive Statistics Assignment page. (see attached file for week 4 descriptive statistics assignment page)
Due Tomorrow Saturday 09/23/17 by 8pm
Required Media
Laureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Quantitative research: Data analysis.Baltimore, MD: Author.
Note: The approximate length of this media piece is 10 minutes.
In this week’s video, the presenter describes challenges to collecting and utilizing quantitative data and offers suggestions for assessing and improving data quality. The strategic use of quantitative data by health care organizations is also considered.
Introduction to SPSS”
Used by permission from SPSSVideoTutor.com A division of ConsumerRaters LLC., 1121 S Military Trail, 314, Deerfield Beach, FL 33442, USA
Descriptive Statistics”
Used by permission from SPSSVideoTutor.com A division of ConsumerRaters LLC., 1121 S Military Trail, 314, Deerfield Beach, FL 33442, USA
Note: The approximate length of this media piece is 12 minutes.
Note: The approximate length of this media piece is 11 minutes.
Top of Form
Required Readings
Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.
Chapter 21, “Introduction to Statistical Analysis”
This chapter discusses the concepts of statistical analysis with regard to hypothesis testing. The chapter also identifies and defines common statistical terminology.
Polit, D. (2010). Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.
Chapter 1, “Introduction to Data Analysis in an Evidence-Based Practice Environment”
This chapter provides an introduction to quantitative and qualitative data in evidence-based practice. The chapter introduces levels of measurement and types of statistical analyses relevant to different types of research studies.
Chapter 2, “Frequency Distributions: Tabulating and Displaying Data”
Chapter 2 discusses frequency distributions as well as the different methods of presenting data, especially when data are very extensive. The chapter includes information on the use of bar charts, pie charts, histograms, and frequency polygons.
Chapter 3, “Central Tendency, Variability, and Relative Standing”
This chapter examines the many ways data distribution for a quantitative variable can be described through shape, central tendency, and variability.
Software
IBM SPSS Statistics Standard GradPack (current version). Available in Windows and Macintosh versions. Please refer to the IBM SPSS Softwarearea in the Course Overview section on the left navigation bar for more information on how to install, register, and license this software.
Optional Resources
Bilheimer, L. T., & Klein, R. J. (2010). Data and measurement issues in the analysis of health disparities. Health Services Research, 45(5), 1489–1507. doi:10.1111/j.1475-6773.2010.01143.x
Granberg-Rademacker, J. S. (2010). An algorithm for converting ordinal scale measurement data to interval/ratio scale. Educational & Psychological Measurement, 70(1), 74–90.
This site provides step-by-step procedures and screenshots for working with SPSS.
Walden University. (n.d.). Descriptive statistics. Retrieved August 1, 2011, from http://streaming.waldenu.edu/hdp/researchtutorials/educ8106_player/educ8106_descriptive_stats.htm
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