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Research Literature Review: Problems and Designs -Essay Assignment Papers Writing

Introduction and the Literature Review

The first part of the research report is the introduction and literature review. The importance of the pursuit of a particular topic is often justified, and the research problem is highlighted in this section of the report. This justification may also appear in the literature review or along with the research purpose. Approaches for justification include describing the

seriousness of the problem;

number of persons affected by the condition under study; and

gap in the research literature.

The literature review is a summary of what is known about the topic of the research study gathered through an examination of literature pertaining to the topic. The content is usually arranged by the variables and population identified in the purpose of the study. A well-written review of the literature demonstrates how the evidence, related to the purpose of the study, fits together. In addition, a review of the literature might provide a critique of the research designs previously used to study the identified topic. These design issues can be another part of the justification for the study when a researcher proposes a study that strengthens the method for studying the topic. All literature cited in the review must also be listed in the references.

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Examine the quality of the sources that the researcher has utilized for the review. Are they current, and are they published in well-respected sources? Are they mostly primary sources that are original articles written by the author instead of secondary sources that paraphrase or interpret the primary sources?

This leads us to a question about peer review.

What does it mean when a journal or resource is peer reviewed? Why is it important that research-based evidence is peer reviewed?

Peer review occurs when a scholarly work, such as a research article, is appraised by experts on the subject who judge its accuracy. Usually, the reviewers do not know the author’s name or credentials to avoid being unduly influenced. This is termed a 
blind
 review and confirms credibility that the information in the article is worthy of consideration. Look to see if a journal is peer reviewed by visiting its website

 Research Problem

The inspiration for identifying a research problem is all around us. As we reflect on our practice, we find ourselves asking questions that lead us to ideas for research problems.

Why are we doing this?

Should we be doing this?

How could we do this better?

Development of the research problem usually evolves in a deductive manner, which means that the researcher’s thinking moves from conceptual to operational, from broad to narrow, and from general to specific.

Table 3.1

Evolution of a Research Problem

Conceptual

Broad

General

Operational

Narrow

Specific

Area of Interest

Pertains to any aspect of nursing that is of importance to the researcher

Knowledge Gap

Identifies the difference between what is known and what needs to be known about the area of interest

Research Problem

Explains why there is a need for research to close the knowledge gap

Research Purpose

Describes the intent of what will be studied to address the research problem

Research Question

Outlines the components of the study and their possible relationships

At times, the researcher’s thought process is more inductive in that specific questions arise first, and these lead the researcher to focus on the larger issues that arise from the questions.

The researcher may present a theoretical framework or conceptual framework as part of the literature review or a separate section in the research report. A theory is a tentative statement of the relationship between variables and comprises the backbone of the research study. It provides direction for one or more aspects of the study, such as which variables to study or the design for an experimental intervention. Theories are used in different ways in different types of research designs.

A qualitative design of grounded theory generates a theory or model.

A qualitative or quantitative design may clarify and enlarge an existing theory.

A quantitative, experimental design may test a theory.

Most nursing research studies are not planned using an explicitly identified theory or conceptual framework. Nursing has some theories of its own but borrows theories from other disciplines, as well.

Research Purposes

The 
research purpose statement
 is the most common method used to indicate the focus or topic of a research study. The research purpose statement is written as a declarative sentence that names the population and variables in the study. One place that the purpose statement is almost always found is at the end of the review of the literature, right before the start of the methods section. The purpose statement may also be found in the abstract and at the end of the first few introductory paragraphs. In some research articles, the purpose statement may be found in two or all three of these locations.

 Research Questions

Another method of stating the research focus is the research question. The research question is written as an interrogative statement that includes the population and variables. One or more research questions may be posed to clarify the specific aims or predictions of the study. The research question is the final stage before the researcher decides on the design of the study. The question must be well constructed as it forms the foundation for the rest of the research study.

The research question for a quantitative study may include components such as populations, interventions, comparisons, and outcomes. Sound familiar? Yes, the researcher may use the PICO format to develop a research question that is very similar to the clinical question that you formulate to search for evidence. Indeed, this is why you use PICO formatting to write searchable, clinical questions. PICO formatting increases your likelihood of locating results from quantitative research.

The research question for a qualitative study does not lend itself to PICO formatting because interventions and comparisons are not sought. The population and the outcome may be identified, but instead of the intervention and comparison, variables of interest (VI) are selected as key terms.

Extraneous variables (EV) are those that you are not looking for when you search but exist in all studies and may impact the research. These variables are not included in the search terms, but you may discover them during a literature review as the researcher describes what influenced the findings.

Research Designs

The 
research design
 flows from the research question and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study. An experimental design may produce a stronger level of evidence, but it may be a poor fit for the purpose of the study. Examples of research designs and the questions they address are below.

Examples of Research Design

Descriptive Research

Descriptive research examines a process, event, or outcome and is chosen when little is known about the topic. It seeks to understand what is happening. Descriptive questions are asked more frequently in qualitative studies; however, descriptive questions may be asked in quantitative studies, too.

Correlation Research

Correlation research asks descriptive questions about what is occurring in a situation and tries to determine if there is a relationship among the variables. One using this type of research cannot predict or infer a cause-and-effect relationship; one simply acknowledges that a relationship exists.

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Predictive Research

Predictive research is similar in that it poses descriptive questions, but it goes beyond correlation research in that it not only searches for relationships among variables, but it also seeks to determine if a change in one variable may be used to predict a change in another. No claim is made that this is a cause-and-effect relationship, just that one exists that can lead to a prediction.

Quasi-experimental Research

Quasi-experimental research looks for a cause-and-effect relationship among variables. It does not manipulate the variables to cause the effect, but it tries to determine if an effect exists. Analytic questions are posed that compare the interventions to the outcomes.

Experimental Research

Experimental research asks analytic questions in quantitative studies to find out if there is a causal relationship between the variables, that is, if the intervention or comparison (independent variable) causes the effect or outcome (dependent variable). The research question may form a hypothesis that describes the relationship among variables and the direction that the relationship may take. The researcher can never be certain that a relationship exists; therefore, a null hypothesis may be offered that indicates that there is no relationship between two variables, or no differences between groups. The researcher uses inferential testing to reject the null hypothesis, indicating that a relationship probably exists. The second type of hypothesis is the directional hypothesis, which predicts that there is a relationship between or among variables and the direction of the relationship. The third type of hypothesis is the nondirectional or alternative hypothesis. This is a statement predicting that there is a relationship between or among variables, but it does not predict the direction of the relationship. This type of hypothesis may be used when the actual effect of a treatment cannot be predicted.

There are multiple ways to classify designs, and these may be combined in different ways.

A research design may be quantitative, qualitative, or mixed method. Mixed method means that both qualitative and quantitative elements are present. Quantitative designs deal with measurements, and may test theories to find relationships or to gauge the effect of interventions on outcomes. These designs can be cross-sectional or longitudinal, or prospective or retrospective, depending on the time factor. They may be descriptive, correlational, quasi-experimental, or experimental depending on the control factor.

Qualitative designs are chosen to understand the meaning of phenomena and may form the basis of theories. Like quantitative designs, they can be cross-sectional or longitudinal, or prospective or retrospective, depending on the time factor. The control factor determines if the study is focused on phenomenology, ethnography, grounded theory, or history.

Phenomenology develops understanding of experiences through the perception of those living them.

Ethnography involves the researcher becoming immersed in the culture to describe the phenomena.

Grounded theory seeks connections or links between ideas and concepts and is grounded in the subject’s reality.

Historical research looks for connections or links by exploring the past.

Mixed method designs include elements of both quantitative and qualitative approaches.

Designs may be experimental or nonexperimental. An experimental design involves the researcher manipulating variables to determine cause and effect. Experimental designs are quantitative because the results are measured. A nonexperimental design does not manipulate variables. All qualitative studies use a nonexperimental design because qualitative research does not investigate cause and effect. Some quantitative studies are nonexperimental in design, as well. They may seek to discover relationships among variables but do not manipulate them to bring about an effect.

Designs may be exploratory or confirmatory. An exploratory study is usually qualitative or mixed method; it seeks to describe a phenomenon and looks for new knowledge. A confirmatory study determines if there are relationships among variables and substantiates knowledge already published; it is, therefore, quantitative.

Last week, you were introduced to the interactive research report. Open it again, and practice finding the sections that have been described in this lesson.

Interactive Research Report

The following research report contains descriptions of the various components that comprise most reports. The purpose of this interactive report is to help you learn where to find specific information.

NR439 Interactive Research Report

Summary

The first step of the research process begins by defining the research problem and question and determining the best design to answer that question. Typically, this is a deductive process—moving from broad thinking about an area of interest to a specific, researchable question. It mirrors the PICO process used to write searchable clinical questions. This lesson provided definitions of many terms and explained how they may relate to each other. In the coming weeks, your understanding of these relationships will deepen as we discuss research methods and analysis. Research Literature Review: Problems and Designs -Essay Assignment Papers Writing

Research Problems, Designs, and Sample

This week, we will discuss the research design and sample for your nursing clinical issue. The research design flows from the research question and outlines the plan for the study that will answer the research question. The design identifies the major components of the study. It is important to remember that there is no one best design for a research study.

After you review the designs, describe which research design you would expect to find when searching for evidence relevant to your own research question from Week 2. Why? Explain your answer.

The most common sampling method is the convenience sample; therefore, many of the studies that you find for evidence use this sampling method. What are the implications for using a convenience sample on the way you interpret and use the findings? Research Problems, Designs, and Sample

Sampling and Ethics in EBP Nursing Literature Research Papers

Sampling

This week, we continue our exploration of the steps of the research process. Previously, we examined the background, literature review, research problem, research purpose, research question, and research design. All of these elements are part of the planning phase. Next, we begin to look at the implementation of the plan, which is typically found in the methods section of the research report.

The setting for the study is the place where data collection occurs; this may be in a hospital, clinic, school, home, or other locations. The setting may indicate if the research was conducted in a rural or urban setting, a large or small setting, and so forth. Look to see how well the characteristics of the setting match your own setting—the closer the resemblance, the more applicable the evidence yielded from the research may be.

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When a population is identified for investigation, it is seldom realistic, or even essential, to conduct research on the entire population in order to collect reliable and valid data. Instead, a sample of the population representative of the characteristics of that population is chosen for study.

The sampling strategy is important because a significant sampling error could distort the findings and render them unreliable, invalid, and/or not able to be generalized by the entire population. The sampling strategy considers how subjects are recruited, selected, and, when appropriate, assigned to groups. The sampling strategy must meet all legal and ethical requirements.

There are two major categories of sampling: (a) probability, also known as random sampling, and (b) nonprobability sampling.

Probability or Random Sampling

Probability in sampling increases the chances that the sample accurately represents the population. Probability sampling is preferred in quantitative research because the goal is to generalize findings from the sample to the population. Probability sampling is not appropriate for qualitative studies because this type of research does not seek to generalize results. Two criteria must be met for achieving a probability sample—random selection and independent selection. Sampling and Ethics in EBP Nursing Literature Research Papers.

Random selection

In probability sampling, ideally, every member of the population has the same chance to be selected as a subject, but sampling the entire population is rarely feasible and, therefore, seldom used.

Random sampling
 involves choosing subjects at random from the population. This strategy should evenly distribute characteristics found in the population to the sample. These characteristics are called extraneous variables (EV). Extraneous variables are not the focus of the research study, but their presence may influence the dependent variable (DV), or outcome. Although random sampling is easier to achieve than sampling the entire population, random sampling may still be labor intensive. Sampling and Ethics in EBP Nursing Literature Research Papers.

Random assignment
 is much more likely to be the sampling strategy chosen by the researcher. First, the researcher selects subjects who meet certain criteria found in the population. Next, the researcher randomly assigns the subjects to groups to increase the likelihood that any characteristics (EVs) that might affect the outcome (DV) will be equally distributed among the groups. Random assignment to groups is the major way to control for EVs in experimental studies. Sampling and Ethics in EBP Nursing Literature Research Papers.

Earlier, it was mentioned that random assignment starts with selecting subjects. The aim is to recruit and select subjects who meet criteria found in the population.

Inclusion criteria 
are characteristics of potential subjects that make them eligible to be included in the sample.

Exclusion criteria
 are characteristics of potential subjects that make them ineligible for the sample.

Example:
 If you wish to conduct research on adults, inclusion criteria might state that the subjects must be 21 years of age or older. Conversely, exclusion criteria would eliminate anyone under the age of 21. Sampling and Ethics in EBP Nursing Literature Research Papers.

The concern with overuse of inclusion and exclusion criteria is that they make the sample more homogeneous and the results less able to be generalized to the entire population.

Independent selection

The second criterion for achieving a probability sample is independent selection. This means that the selection of one subject is independent, or separate, from the selection of another. If independence is violated, the subjects may share characteristics that will show a correlation due to the sampling strategy instead of the effect of the independent variable (IV). Data results could be distorted.

Nonprobability Sampling

Nonprobability sampling involves a strategy where subjects are not selected at random. Instead, they may be chosen as part of a convenience sample, or a purposive sample.

Convenience sample

The convenience sample is the most common strategy. As the name implies, the subjects are chosen by the researcher because they are accessible. The weakness of convenience sampling is that the characteristics (EVs) of the population are less likely to be distributed evenly among the sample. Bias may occur that will negatively influence the outcomes (DV) of the research. The researcher may decide to use a convenience sample to recruit and select subjects and then make random assignments to groups to minimize the chance of bias by evening distribution of EVs over all groups. Convenience sampling is used for both quantitative and qualitative studies. Sampling and Ethics in EBP Nursing Literature Research Papers.

Purposive sample

The purposive sample is one where selection of subjects is intentional, or done on purpose. This is a common strategy in qualitative studies where probability sampling is not needed because there is no need for generalization to a larger population. Subjects are carefully chosen for their ability to inform and enlighten the researcher about a phenomenon or other aspect of the research question under consideration.

Sample Size and Power

Sample size
 is the number of subjects that are studied. Qualitative studies may have rules and criteria for what is an appropriate sample size, but they are not as strict as those for quantitative studies. A case study may have only one subject. Typically, the researcher will recruit and collect data on subjects until 
saturation
 is reached, which is the point at which the researcher determines no new results are emerging. Saturation is one way to build confidence in the results of a qualitative study.

In quantitative research, a 
power analysis
 determines how large a sample should be to yield statistically significant results. In general, the sample size for a quantitative study must be a minimum of 30 subjects per group. Generally, larger sample sizes increase the likelihood that the researcher will notice subtle differences among groups. In addition, larger samples have more power and are less likely to produce results that are due to errors in sampling.

The researcher may report the number of subjects who were recruited, the number that consented to participate, and the number that dropped out during the study. Bias may be detected if a certain segment of the population was not represented in the final results because they were not recruited, did not consent, or dropped out. When the potential for bias exists, the trustworthiness of the findings may come into question. Sampling and Ethics in EBP Nursing Literature Research Papers.

When you read the research report, look for a description of the sampling strategy and how it was applied. Does the strategy fit with the research design? If this was a quantitative study, were there enough subjects to generalize the findings to the population? If this was a qualitative study, was saturation reached? These factors and more should be considered when you are selecting research-based evidence to apply to your practice.

Ethical Aspects of Research

Researchers must adhere to ethical standards throughout all steps of the research process. They must decide what choices are right or wrong and make value judgments to ensure the ethical treatment of everyone.

Research on human subjects has a murky history. The German Nazis conducted experiments on detainees in concentration camps during World War II. The Nazis were found guilty of atrocities during the Nuremberg war crimes trials, leading to the development of the Nuremberg Code in 1949, which still serves as the foundation of international guidelines for researchers (Houser, 2018). The tenets of the code include the following.

Research can only be undertaken when there are no other means to obtain knowledge.

Participation must be voluntary. Subjects can withdraw at any time.

Subjects must be made aware of risks and give informed consent.

No research can be conducted that could lead to death or disability.

The Declaration of Helsinki, first adopted in 1964, expanded the code (Houser, 2018).

The U.S. Public Health Service (2009) conducted research on African-American sharecroppers with syphilis between 1932 and 1972 to find out how the disease would progress if left untreated. The scientists did not tell the subjects that they had syphilis and withheld penicillin after it became standard treatment in the 1940s. Numerous subjects and their wives died from complications due to syphilis, and children were born with congenital syphilis. Sampling and Ethics in EBP Nursing Literature Research Papers.

Question & Answer

Question 

The outrage over the Tuskegee study prompted the U.S. Congress to pass the National Research Act in 1974 (Houser, 2018). The act created the National Commission for Protection of Human Subjects of Biomedical and Behavioral Research. The commission was charged with writing the Belmont Report. This 1979 report describes principles that form the foundation of ethical treatment of human subjects (Houser, 2018). What are these principles, and what does each mean for the researcher?

Answer

The first principle is respect for persons. Individuals should be allowed to make their own decisions, and those who can’t make decisions for themselves or are vulnerable, need to be protected from harm. The second principle is beneficence, which means that researchers will maximize any benefits and minimize any harm to the subjects. The third principle is justice, which means subjects will be treated fairly during selection in terms of the benefits and burdens of research. Those who are disadvantaged will not be excluded from research that would benefit them, nor will they be put at risk from research that would harm them.

 Legal Aspects of Research

Various laws govern the conduct of research on human subjects.

Common law, which includes medical malpractice

Administrative law, which is enacted by the federal government, such as HIPAA

Statutory law, which is enacted by the legislature

Tort law, which covers negligence, assault, false imprisonment, and invasion of privacy

The U.S. Department of Health and Human Services developed the Code of Federal Regulations (CFR) (Houser, 2018). The CFR mandated that Institutional Review Boards (IRB) be formed by organizations performing research to protect the rights of human subjects against unethical, unlawful, and inhumane treatment. The federal regulations stipulate the composition of IRB boards and their powers and responsibilities. Researchers must submit their proposals to the IRB for approval before their studies can be carried out.

Research misconduct can occur when the researcher intentionally makes up data, omits data, or changes data to manipulate the results. Plagiarism, or claiming another’s work as one’s own, is another form of research misconduct. When misconduct occurs, it erodes the trust of the public in the findings of all research. Sampling and Ethics in EBP Nursing Literature Research Papers.

Discussions this week instruct you to read one article and post what you learned about ethical and legal issues. This article will help you gain insight into the ethical and legal dilemmas that researchers face when planning and implementing their studies.

Summary

This lesson began our exploration of the implementation of the research process that is usually found in the report in the methods section. We looked at various sampling strategies and the reasons why they may be selected.

Next, we reviewed the ethical standards that must be followed when conducting research on human subjects and how these have evolved. Finally, we examined laws and regulations that govern research and how they can be violated.

Take the Check Your Knowledge Quiz to see how well you understand the concepts offered in your text and this lesson.

References

Houser, J. (2018). 
Nursing research: Reading, using, and creating evidence
 (4th ed.). Sudbury, MA: Jones and Bartlett.

U. S. Public Health Service syphilis study at Tuskegee
. (2009). Center for Disease Control and Prevention. Retrieved from http://www.cdc.gov/tuskegee/timeline.htm. Sampling and Ethics in EBP Nursing Literature Research Papers

Ethical and Legal Issues Paper

Read 
one
 
of the following.

Stefaniak, M., & Mazurkiewicz, B. (2017). The importance of adhering to high standards of research ethics. 
British Journal of Nursing, 26
(1), 62. 
http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=120706824&site=eds-live&scope=site
 (Links to an external site.)
Links to an external site.

Feeney, S., & Freeman, N. K. (2016). Ethical issues: Responsibilities and dilemmas. 
YC: Young Children
, 
71
(1), 86. 
http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=114680496&site=eds-live
 (Links to an external site.)
Links to an external site.

Questions for first article:

Describe one reason for adhering to high standards in ethics.

What are the dangers of conflict of interest?

Questions for second article:

Discuss the difference between ethical responsibility and ethical dilemma.

Share an experience of ethical dilemma or moral distress in nursing today.

Ethical and Legal Issues Paper

NR439 Reading Research Literature Form

NR439_W5_Reading_Research_Literature_Form

Reading Research Literature – Week 5

Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g., NR439_Reading_Research_Literature_Smith. Submit by
11:59 pm MT Sunday at the end of Week 5
. The guidelines and grading rubric for this assignment may be found on the assignment page.

Title: RRL

Name:
[replace this text with your name]

The following questions pertain to:

Velayutham, S. G., Chandra, S. R., Bharath, S., & Shankar, R. G. (2017). Quantitative balance and gait measurement in patients with frontotemporal dementia and Alzheimer diseases: A pilot study.
Indian Journal of Psychological Medicine, 39
(2), 176-182. doi:10.4103/0253-7176.203132

http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=122248443&site=eds-live&scope=site

 

What is the purpose of this research?

 

 

What is the research question (or questions)? This may be implicit or explicit.

 

 

Give a complete description of the research design of this study.

 

What is the population (sample) for this study?

 

 

Was the sample approach adequate for the research design that was selected and explain why.

 

 

Describe the data collection procedure.

 

 

How were the data analyzed after collection?

 

 

Discuss the limitations found in the study.

 

 

Discuss the authors’ conclusions. Do you feel these conclusions are based on the data that they collected?

 

 

How does this advance knowledge in the field?

 

 

The following questions pertain to:

Pals, R. S., Hansen, U. M., Johansen, C. B., Hansen, C. S., Jørgensen, M. E., Fleischer, J., & Willaing, I. (2015). Making sense of a new technology in clinical practice: a qualitative study of patient and physician perspectives.
BMC Health Services Research
,
15
(1), 1-10. doi:10.1186/s12913-015-1071-1

http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=her&AN=109884152&site=eds-live

 

What is the purpose of this research?

 

 

What is the research question (or questions)? This may be implicit or explicit.

 

 

Give a complete description of the research design of this study.

 

 

What is the population (sample) for this study?

 

 

Was the sample approach adequate for the research design that was selected and explain why.

 

 

Describe the data collection procedure.

 

 

How were the data analyzed?

 

 

Discuss the limitations found in the study?

 

 

Discuss the authors’ conclusions. Do you feel these conclusions are based on the data that they collected?

 

 

How does this advance knowledge in the field.

 

 

NR439 Reading Research Literature Form

Reading Research Literature Essay Assignment Paper

Reading Research Literature Guidelines

Purpose

The student will read research literature to determine the research purpose, question, design, population, sample, limitations, data collection and analysis.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

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CO2: Apply research principles to the interpretation of the content of published research studies. (PO4 and 8)

CO4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (PO4 and 8)

Points:
 This assignment is worth 225 points.

Due Date:
 Submit the completed 
Reading Research Literature form
 (Links to an external site.)
Links to an external site.
 by 11:59 p.m. MT Sunday at the end of Week 5.

Requirements

Download the research articles from the Chamberlain library.

Retrieve the following research articles: 
Make sure you are viewing the full text PDF. If you view the article in HTML format, you may not be able to see the tables and figures that are referenced in the questions.

Velayutham, S. G., Chandra, S. R., Bharath, S., & Shankar, R. G. (2017). Quantitative balance and gait measurement in patients with frontotemporal dementia and Alzheimer diseases: A pilot study. 
Indian Journal Of Psychological Medicine, 39
(2), 176-182. doi:10.4103/0253-7176.203132. 
http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=122248443&site=eds-live&scope=site
 (Links to an external site.)
Links to an external site.

Pals, R. S., Hansen, U. M., Johansen, C. B., Hansen, C. S., Jørgensen, M. E., Fleischer, J., & Willaing, I. (2015). Making sense of a new technology in clinical practice: A qualitative study of patient and physician perspectives. 
BMC Health Services Research
, 
15
(1), 1-10. doi:10.1186/s12913-015-1071-1  
http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=her&AN=109884152&site=eds-live
 (Links to an external site.)
Links to an external site.

Download the 
NR439_W5_Reading_Research_Literature_Form

Watch the video on how to complete this assignment at 
http://www.brainshark.com/devry/vu?pi=zGCzbNjK4zHr05z0.
 (Links to an external site.)
Links to an external site.

Type answers to the questions directly onto the form. Your form does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax, and write in complete sentences. Reading Research Literature Essay Assignment Paper.

Please post questions about this assignment to the Q & A Forum.

Save the file by clicking Save as and adding your last name, e.g., 
NR439_W5_Reading_Research_Literature_Form_Smith.docx.

Submit the completed form by 11:59 p.m. MT Sunday at the end of Week 5.

We
value honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Reading Research Literature Essay Assignment Paper.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

Rubric

NR439_Reading_Research_Literature

NR439_Reading_Research_Literature

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome
Velayutham, et al article: Question 1 Purpose

Identifies the purpose of the research article.

10.0
 pts

Correctly identifies the purpose of the research article.

9.0
 pts

Mostly identifies the purpose of the research article

8.0
 pts

Somewhat identifies the purpose of the research article.

4.0
 pts

Offers a purpose for the article, but incorrectly identifies it.

0.0
 pts

Does not identify any purpose for the research.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 2 Research Question

Identifies the research question implied in the study.

10.0
 pts

Correctly identifies the research question in the study, or identifies the implied question, or indicates that no research question was given.

9.0
 pts

Mostly identifies the research question that the author described.

8.0
 pts

Somewhat identifies the research question that the author described.

4.0
 pts

Offers a research question, but incorrectly identifies it.

0.0
 pts

Does not identify any research question.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 3 Research Design

Describes the research design of the study.

10.0
 pts

Correctly describes the research design of the study.

9.0
 pts

Mostly describes the research design of the study.

8.0
 pts

Somewhat describes the research design of the study.

4.0
 pts

Offers a research design, but incorrectly identifies it.

0.0
 pts

Does not identify any research design.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 4 Population

Identifies and describes the population.

10.0
 pts

Correctly identifies and describes in detail the population of the research article.

9.0
 pts

Mostly describes identifies and describes the population of the research article.

8.0
 pts

Somewhat identifies and describes the population of the research article.

4.0
 pts

Offers a population, but incorrectly identifies it as the one in the research article.

0.0
 pts

Does not identify any population.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 5 Sample

Was the sample adequate for the research design?

10.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, and if it was adequate.

9.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, but fails to correctly identify if it was adequate.

8.0
 pts

Correctly explains the sampling approach, but incorrectly identifies if it was, or was not, appropriate or adequate.

4.0
 pts

Misidentifies the sampling approach.

0.0
 pts

Doesn’t explain any sampling approach.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 6 Data Collection

Describe the data collection procedure

10.0
 pts

Correctly describes the data collection procedure in detail.

9.0
 pts

Correctly describes the data collection procedure in general.

8.0
 pts

Correctly describes most of the data collection procedure but fails to describe all of it. Reading Research Literature Essay Assignment Paper

4.0
 pts

Incorrectly describes the data collection procedure, or omits most of the information.

0.0
 pts

Does not describe any data collection procedures.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 7 Data Analysis

How were the data analyzed

10.0
 pts

Correctly describes how the all of the data were analyzed.

9.0
 pts

Correctly describes how most of the data were analyzed.

8.0
 pts

Describes how the data were analyzed, but may contain some misinformation.

4.0
 pts

Describes incorrectly how data were analyzed, or omitted large portions of the information.

0.0
 pts

Does not describe how data were analyzed.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 8 Limitations

Describes the limitations in the study.

10.0
 pts

Correctly describes all of the limitations in the study.

9.0
 pts

Correctly describes most of the limitations in the study.

8.0
 pts

Correctly describes some of the limitations in the study, but may omit one or two.

4.0
 pts

Minimally describes the limitations of the study, or misidentifies them.

0.0
 pts

Does not describe any limitations for the study.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 9 Conclusions

Describes the authors’ conclusions.

10.0
 pts

Correctly describes all of the authors’ conclusions.

9.0
 pts

Correctly describes most of the authors’ conclusions.

8.0
 pts

Correctly describes some of the authors’ conclusions, but may omit one or two.

4.0
 pts

Minimally describes the author’s conclusions, or misidentifies them.

0.0
 pts

Does not describe any author conclusions.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 10 Advances Knowledge

How does this advance knowledge in the field.

10.0
 pts

Describes in-depth how this research advances knowledge in the field.

9.0
 pts

Generally, describes how this research advances knowledge.

8.0
 pts

Briefly describes how this research advances knowledge in the field.

4.0
 pts

Incorrectly describes how this research advances knowledge in the field.

0.0
 pts

Does not describe how the research advances knowledge in the field.

10.0
 pts

This criterion is linked to a Learning Outcome
Pals et al article: Question 11 Purpose

Identifies the purpose of the research article.

10.0
 pts

Correctly identifies the purpose of the research article.

9.0
 pts

Mostly identifies the purpose of the research article

8.0
 pts

Somewhat identifies the purpose of the research article. Reading Research Literature Essay Assignment Paper

4.0
 pts

Offers a purpose for the article, but incorrectly identifies it.

0.0
 pts

Does not identify any purpose for the research.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 12 Research Question

Identifies the research question implied in the study.

10.0
 pts

Correctly identifies the research question in the study, or identifies the implied question, or indicates that no research question was given.

9.0
 pts

Mostly identifies the research question that the author described.

8.0
 pts

Somewhat identifies the research question that the author described.

4.0
 pts

Offers a research question, but incorrectly identifies it.

0.0
 pts

Does not identify any research question.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 13 Research Design

Describes the research design of the study.

10.0
 pts

Correctly describes the research design of the study.

9.0
 pts

Mostly describes the research design of the study.

8.0
 pts

Somewhat describes the research design of the study.

4.0
 pts

Offers a research design, but incorrectly identifies it.

0.0
 pts

Does not identify any research design.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 14 Population

Identifies and describes the population.

10.0
 pts

Correctly identifies and describes in detail the population of the research article.

9.0
 pts

Mostly describes identifies and describes the population of the research article.

8.0
 pts

Somewhat identifies and describes the population of the research article.

4.0
 pts

Offers a population, but incorrectly identifies it as the one in the research article.

0.0
 pts

Does not identify any population.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 15 Sample

Was the sample adequate for the research design?

10.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, and if it was adequate.

9.0
 pts

Correctly explains if the sampling approach was appropriate for the research design studied, but fails to correctly identify if it was adequate.

8.0
 pts

Correctly explains the sampling approach, but incorrectly identifies if it was, or was not, appropriate or adequate.

4.0
 pts

Misidentifies the sampling approach.

0.0
 pts

Doesn’t explain any sampling approach.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 16 Data Collection

Describe the data collection procedure.

10.0
 pts

Correctly describes the data collection procedure in detail.

9.0
 pts

Correctly describes the data collection procedure in general.

8.0
 pts

Correctly describes most of the data collection procedure but fails to describe all of it.

4.0
 pts

Incorrectly describes the data collection procedure, or omits most of the information.

0.0
 pts

Does not describe any data collection procedures.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 17 Data Analysis

How were the data analyzed?

10.0
 pts

Correctly describes how the all of the data were analyzed.

9.0
 pts

Correctly describes how most of the data were analyzed.

8.0
 pts

Describes how the data were analyzed, but may contain some misinformation.

4.0
 pts

Describes incorrectly how data were analyzed, or omitted large portions of the information.

0.0
 pts

Does not describe how data were analyzed.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 18 Limitations

Describes the limitations in the study.

10.0
 pts

Correctly describes all of the limitations in the study.

9.0
 pts

Correctly describes most of the limitations in the study.

8.0
 pts

Correctly describes some of the limitations in the study, but may omit one or two.

4.0
 pts

Minimally describes the limitations of the study, or misidentifies them.

0.0
 pts

Does not describe any limitations for the study.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 19 Conclusions

Describes the authors’ conclusions.

10.0
 pts

Correctly describes all of the authors’ conclusions.

9.0
 pts

Correctly describes most of the authors’ conclusions. Reading Research Literature Essay Assignment Paper

8.0
 pts

Correctly describes some of the authors’ conclusions, but may omit one or two.

4.0
 pts

Minimally describes the author’s conclusions, or misidentifies them.

0.0
 pts

Does not describe any author conclusions.

10.0
 pts

This criterion is linked to a Learning Outcome
Question 20 Advances Knowledge

How does this advance knowledge in the field.

10.0
 pts

Describes in-depth how this research advances knowledge in the field.

9.0
 pts

Generally, describes how this research advances knowledge.

8.0
 pts

Briefly describes how this research advances knowledge in the field.

4.0
 pts

Incorrectly describes how this research advances knowledge in the field.

0.0
 pts

Does not describe how the research advances knowledge in the field.

10.0
 pts

This criterion is linked to a Learning Outcome
Style and Writing

Names file, includes name on paper. Writes in complete sentences with no grammar, spelling, or syntax errors.

25.0
 pts

Correctly names file, includes name on paper. Writes in complete sentences with no grammar, spelling, or syntax errors.

22.0
 pts

One to four errors in grammar, spelling, and syntax.

20.0
 pts

Five to eight errors in grammar, spelling, and syntax.

10.0
 pts

Nine to twelve errors in grammar, spelling, and syntax

0.0
 pts

Thirteen or more errors in grammar, spelling, and syntax.

25.0
 pts

Total Points: 
225.0

 Reading Research Literature Essay Assignment Paper

Reading Research Literature—Implementing the Study, Data Collection Methods

Numbers and Definitions

We continue our review of the steps of the research process. Earlier in the course, we discussed the following.

Why the researcher believes the topic to be significant enough to warrant further investigation. The 
why
 is found in the Introduction and Literature review.

What the researcher chooses to research. The 
what
 is identified in the research problem, research purpose, and research question.

Who the researcher decides to study. 
Who
 is explained in the sampling strategy.

Where the researcher opts to conduct the study. The 
where
 is described in the setting section.

How is the theme this week as we concentrate on how the research data are measured and collected on the sample of the population. This information is usually found in the methods section of the research report.

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In general, the researcher wishes to learn more about the characteristics of a population. Research questions may include the following.

Are the characteristics of interest present in the population?

Are there discernible relationships among the characteristics?

Can predictions be made about one characteristic based on another? Data collected about the characteristics are usually represented by numbers.

Why use numbers? According to Houser (2018), numbers are objective, standardized, consistent, precise, statistically testable, and an accurate representation of attributes.

The researcher may work with numbers that can be calculated and have numerical value—for example, body temperature. At other times, the researcher assigns numbers to traits simply to classify them. These numbers are not quantifiable but, rather, serve to sort, organize, or group subjects according to traits. An example would be a rating based on perception, such as self-esteem. Reading Research Literature—Implementing the Study, Data Collection Methods

As you can see, not all numbers possess the same properties. The researcher must set up rules regarding how numbers are determined, collected, recorded, and analyzed. These rules are called the measurement strategy.

Part of the measurement strategy is to define the research variables.

The 
conceptual definition
 may be offered in the conceptual or theoretical framework. This is understood, but is vague, and, therefore, does not lend itself to direct measurement.

The researcher must translate the conceptual definition into an 
operational definition
 that spells out in specific, concrete terms how variables will be measured.

Example: 
The researcher may wish to study anxiety. The researcher offers a conceptual definition of anxiety as the emotional response to a perceived threat. The operational definition describes the emotional responses in concrete, measureable terms, such as sweating and rapid heart rate.

Think Like the Researcher

When you formulate clinical questions and identify PICO elements, your goal is to think like the researcher. Select key words to search that are similar to operational definitions the researcher may have chosen. Avoid searching on conceptual terms such as 
better health
 that are too vague to match. Operationalizing key terms will improve your chances of finding relevant research-based evidence. Reading Research Literature—Implementing the Study, Data Collection Methods

Levels of Measurement

Variables must be expressed as numbers in order to analyze them statistically, but different types of numbers have different levels of measurement.

 

Table 5.1

Levels of Measurement

Level of Measurement

Description

Examples

Implications for Statistical Testing

Nominal

Variables are

categorized data;

classified; and

not ordered.

Gender

Ethnicity

Religion

Subjects cannot be compared. Analysis may include frequencies in each category. Analyze with nonparametric statistics.

Ordinal

Variables are

categorized data;

classified;

ordered and may be ranked; and

not proportional, or no fixed intervals.

Pain scale

Small, medium, large amounts

First place, second place, third place

Subjects can be compared. Analysis may include frequencies and percentiles. The median may be computed. Analyze with nonparametric statistics. Reading Research Literature—Implementing the Study, Data Collection Methods

Interval

Variables are

continuous data;

quantified;

proportional, or fixed intervals; and

no true zero.

Fahrenheit or Celsius body temperature

Height

Values can be added and a mean computed. Analyze with parametric statistics.

Reading Research Literature—Implementing the Study, Data Collection Methods

Ratio

Variables are

continuous data;

quantified;

proportional, or fixed intervals; and

true zero.

Body weight

Heart rate

Values can be added and a mean computed. Analyze with parametric statistics.

 

Information adapted from Houser, 2018.

 

Errors

Errors may occur when collecting data. A measurement error is the difference between the true number and the number that the instrument reads.

Random error leads to readings that may be inaccurate for a variety of reasons. Some readings are accurate, whereas others are inaccurate; the occurrence of either type of reading is unpredictable and cannot be reproduced.

Systematic error happens consistently and can introduce bias into the readings. One example of a systematic error occurs when a poorly calibrated instrument produces readings that are all too high or too low, or a systematic error happens when an observer mistakes a behavior and marks it as one thing on the rating tool when the behavior should be marked as another. Reading Research Literature—Implementing the Study, Data Collection Methods.

Errors in measurement can ripple throughout the rest of the research process and lead to faulty findings.

Instruments

Instruments measure variables. Instruments must be reliable and valid in order to yield useful data.

Reliable
 instruments measure a variable with precision.

Internal reliability occurs when the instrument produces the same results each time it is used. This indicates that the instrument is stable. Certain instruments may need to be calibrated in order to ensure reliable measurement.

Inter-rater reliability indicates that the instrument produces the same results when different people use it. The raters are stable when this occurs. Inter-rater reliability is particularly important in studies where data are collected by more than one researcher. If there is a lack of reliability (as inter-rater stability is established), we conclude that any significant differences may be due to the inaccurate measurement of the instrument and not because of the variables themselves.

Valid
 instruments measure in a manner that is accurate and truthful. A valid instrument measures the correct thing.

An instrument may be reliable but not valid in that it may consistently measure something that is not accurate. Instruments must be reliable in order to be valid, and both attributes must exist in order to measure data in a way that inspires confidence in the research findings. Each method of data collection has its own strengths and weaknesses with respect to reliability and validity.

The measurements section of the research report describes the instruments that the researcher used to collect data. The researcher may describe the reliability and validity of the instrument. The existence of both attributes lends credibility to the claims that the researcher makes in the findings. Decide if the instruments actually measure the variables identified in the research question. If there is a mismatch, the findings should not be applied to your situation. Reading Research Literature—Implementing the Study, Data Collection Methods.

 Data Collection

The computer industry has adopted the acronym GIGO, or 
garbage-in garbage-out,
 to explain that no matter how well information is processed, the quality of the information that comes out can be no better than the quality of the information that goes in (Business Dictionary, 2010). If data are improperly collected, the findings based on those data are worthless, or garbage. How does the researcher collect reliable, valid, clear, consistent, and unbiased data? The following are primary data collection methods, where the researcher or data collector directly measures the subjects.

Physiologic measures involve instruments that measure physiologic dimensions, such as blood gases, pulmonary function, and other diagnostic tests.

Psychometric instruments include scales or surveys. The survey is the most common method to collect research data.

Interviews and questionnaires collect subjective data, such as attitudes or descriptions of experiences provided by individuals or focus groups.

Observation obtains objective data related to behavior that the subject may not be able to describe, such as activity during sleep or agitation in the person withdrawing from alcohol. Reading Research Literature—Implementing the Study, Data Collection Methods.

Secondary data may be collected from sources that were not created for the current research study. Typically, the researcher looks through records or “mines” the relevant data that pertains to the variables. Examples include but are not limited to

patient charts;

census reports; and

public health records.

Q&A

A popular data collection instrument is the Likert scale. What is a Likert scale? What type of number does it measure?

Answer

The Likert scale is a 5- or 7-point scale that asks the subject to answer a question by indicating a number on the scale. Typically, the subject is asked to indicate the degree to which there is agreement or disagreement. The numbers represent ordinal data. The numbers can be ordered and ranked, but there is no fixed interval between the numbers. An example of a question using a Likert scale is, “Do all citizens have a right to healthcare regardless of their ability to pay?” Please choose a number between one and five that best indicates your answer to this question.

1

2

3

4

5

Strongly Agree

 Agree

Neutral

 Disagree

Strongly Disagree

Review the interactive research report to discover where the data collection method is described.

 Interactive Research Report

The following research report contains descriptions of the various components that comprise most reports. The purpose of this interactive report is to help you learn where to find specific information.

Interactive Research Report

Summary

The implementation of the research study is a crucial step of the research process. The way the researcher defines characteristics in the population leads to the selection of instruments to measure and collect data on the subjects that represent that population. The key terms that you choose to search for, research-based evidence, should try to match the way in which the researcher operationalizes the definitions of the variables. Reading Research Literature—Implementing the Study, Data Collection Methods.

It is important to remember that not all numbers have the same attributes. Some are merely for classification, whereas others can be quantified and analyzed statistically. Be sure that any instruments are reliable and valid and that they accurately collect data that will help the researcher to close the knowledge gap.

References

Garbage-in, garbage-out
. (2010). Business Dictionary.com. Retrieved from http://www.businessdictionary.com/definition/garbage-in-garbage-out-GIGO.html

Houser, J. (2018). 
Nursing research: Reading, using, and creating evidence
 (4th ed.). Sudbury, MA: Jones and Bartlett. Reading Research Literature—Implementing the Study, Data Collection Methods.

Data Collection and Measurement Assignment

Access the following information. You may read the PDF online or download it.

American Nurses Association. (2014). 
Fast facts: The nursing workforce 2014: Growth, salaries, education, demographics & trends
. ANA. 
http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/workforce/Fast-Facts-2014-Nursing-Workforce.pdf
 (Links to an external site.)
Links to an external site.

Review these facts, and describe what the results say about this sample of the nursing workforce.

What do you believe was the intent of the researcher who designed the survey?

The next process for our study is to collect data. The research design will indicate the best data to be collected. The tools that we use to collect data need to be reliable and valid. Define these terms with respect to research, and explain why they are important.

Consider data collection and measurement methods for your nursing clinical issue. Explain how you would collect data and what measurement methods you would use. Data Collection and Measurement Assignment

Research Article Critique Paper – Lesiuk, T. (2015). The effect of mindfulness-based music therapy on attention and mood in women receiving adjuvant chemotherapy for breast cancer: A pilot study. Oncology Nursing Forum, 42(3), 276-282.

Research Article Critique Guidelines

Purpose

The purpose of this assignment completed as an APA Paper is for the student to learn to examine, analyze, critique, and summarize an original research article.

Course Outcomes

Through this assignment, the student will demonstrate the ability to meet the following course outcomes:

CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO7)

CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)

CO4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (POs 4 and 8)

CO5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)

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Points

The assignment is worth a total of 175 points.

Rubric

Click to view and download the 
NR439_Research_Article_Critique_Paper_Rubric

Due Date

You are to submit your paper by Sunday 11:59 p.m. MT at the end of Week 6.

Requirements

Through this assignment, the student will:

Critique the required article found below and in your own words, describe the research question, sample, design of study, data collection method, findings, and limitations of each. (CO 1, CO2,)

Summarize the research article and evaluate the significance to nursing. Do not just quote the author’s words. Paraphrase the information. (CO 4, CO5).

You are required to use the article below or you will earn a “0” for the assignment. In addition, assignments that do not follow the current guidelines and use the required article will be evaluated for evidence of an academic integrity violation.

After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. It is your responsibility to submit the correct assignment to the correct submission area.

Guidelines to Writing the Paper

This assignment is completed as an APA paper. APA resources can be found on the Course Resources Module.

Download the required article for analysis:

Lesiuk, T. (2015). The effect of mindfulness-based music therapy on attention and mood in women receiving adjuvant chemotherapy for breast cancer: A pilot study. 
Oncology Nursing Forum, 42
(3), 276-282.

The effect of mindfulness-based music therapy…article

Introduction (one paragraph): The introduction should be interesting and capture the reader’s attention.

Provide a brief description of the research article to be discussed.

Discuss the purpose of your paper. The purpose statement of the paper should relate to the research article reviewed and the implications that it has to evidence based nursing practice.

You will need to summarize and analyze the information from the article in your own words

Describe the research question for this study in a paragraph.

Describe the research in greater detail.

Include your observations about this question.

Discuss events or trends that could have affected this question.

You will need to summarize and analyze the information from the article in your own words

Describe the research design of this study, and in your own words discuss the design.

Discuss the research design of the study.

Discuss the strengths and weaknesses of the type of design and hypothesize why the author utilized the design as opposed to others.

You will need to summarize the information from the article in your own words

Describe the sample.

Briefly describe the sample size used for this study

Make a judgment as to whether the sample size was adequate and defend your answer.

Describe the number or participants and determine if the number of participants was adequate compared to the research question and the intent of the study.

Are these numbers adequate? Discuss gaps in that you identified.

You will need to summarize and analyze the information from the article in your own words

Describe the data collection method(s)’

Who collected the data?

What tools were used?

What were the ethical considerations addressed and discuss gaps you identified.

You will need to summarize and analyze the information from the article in your own words

Describe the limitations of the study.

Identify the limitations within the study

Describe how the limitations could be overcome in subsequent studies

Comment on why limitations are important to list and discuss within a study

You will need to summarize and analyze the information from the article in your own words

Describe the findings reported in the study.

Describe the findings reported in the study

Discuss whether the findings of the study answered the research question posed within the study

Discuss the credibility of the findings

If the findings do not support the research question posed within the study, what do you believe is the reason?

You will need to summarize and analyze the information from the article in your own words

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Summary

Summarize important points from the body of your paper including the key components of the paper.

Include a statement about the research question and the findings.

Discuss the probability of implementation into practice. Based on these findings, is the evidence that you found on your topic strong enough to suggest a change in practice, or an idea for practice?

End with a concluding statement.

Citations and References
 
must be included
 to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source.

Reference Page: The Reference Page should start on a new page (insert a page break). All references should be cited within the body of the paper as (Author, year) and the full reference should be included in APA format on the reference page. A url link alone is not an adequate reference. See the APA Guidelines in Course Resources for examples of properly formatted references.

Submit the completed paper by 11:59 p.m. MT on Sunday at the end of Week 6.

We
value honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Please see the grading criteria and rubrics on this page.

NOTE: Please use your browser’s File setting to save or print this page.

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Research Article Critique Paper – Lesiuk, T. (2015). The effect of mindfulness-based music therapy on attention and mood in women receiving adjuvant chemotherapy for breast cancer: A pilot study. Oncology Nursing Forum, 42(3), 276-282.

 

NR439 Research Article Critique Paper Rubric

Criteria

Ratings

Pts

Research Question

(Describe, analyze, and summarize the research question for this study your own words.)

Fully describes, analyzes, and summarizes the research question in detail

20.0 pts

Generally, describes, and analyzes the research question.

18.0 pts

Briefly summarizes the research question, but omits some aspects of the question.

16.0 pts

Incorrectly describes the research question.

8.0 pts

Does not describe the research question.

0.0 pts

20.0 pts

Design of Study

(Describe, analyze, and summarize the research design of this study in your own words.)

Fully describes, analyzes, and summarizes the design of the study in detail.

20.0 pts

Generally, describes, and analyzes the design of the study.

18.0 pts

Briefly summarizes the design of the study, but omits some aspects of the design.

16.0 pts

Incorrectly describes the design of the study.

8.0 pts

Does not describe the design of the study.

0.0 pts

20.0 pts

Sample/Population of the Study

(Describe, analyze, and summarize the sample in your own words.)

Fully describes, analyzes, and summarizes the sample used in the study in detail.

25.0 pts

Generally, describes, and analyzes the sample used in the study.

22.0 pts

Briefly summarizes the sample used in the study, but omits some details.

20.0 pts

Incorrectly describes the sample in the study, or omits major details

10.0 pts

Does not describe the sample used in the study.

0.0 pts

25.0 pts

Data Collection Methods

(Describe, analyze, and summarize the data collection method(s)’ in your own words.)

Fully describes, analyzes, and summarizes all of the data collection methods used in the study.

25.0 pts

Generally, describes, and analyzes the majority of data collection methods used in the study.

22.0 pts

Briefly summarizes and describes parts of the data collection method used in the study.

20.0 pts

Incorrectly describes the data collection method used in the study.

10.0 pts

Does not describe the data collection method used in the study.

0.0 pts

25.0 pts

Limitations

(Describe, analyze, and summarize the limitations of the study in your own words.)

Fully describes, analyzes, and summarizes the limitations found in the study in detail.

20.0 pts

Generally, describes, and analyzes the limitations found in the study.

18.0 pts

Briefly summarizes the limitations found in the study.

16.0 pts

Incorrectly describes the limitations found in the study.

8.0 pts

Does not describe the limitations found in the study.

0.0 pts

20.0 pts

Findings

(Describe, analyze, and summarize the findings reported in the study in your own words)

Fully describes, analyzes, and summarizes the findings of the study in detail.

20.0 pts

Generally, describes, and analyzes the findings of the study.

18.0 pts

Briefly summarizes the findings of the study.

16.0 pts

Incorrectly identifies the findings from the study

8.0 pts

Does not describe the findings of the study.

0.0 pts

20.0 pts

Summary of Article

(Summarize important points from the body of your paper including the key components of the paper and discuss the probability of implementation into practice.)

Summarizes study in detail and states specific rationale for whether a change in practice is warranted.

25.0 pts

Generally, summarizes study. Gives broad rationale for whether a change in practice is warranted.

22.0 pts

Briefly summarizes study and states rationale for whether a change in practice is warranted.

20.0 pts

Minimally summarizes study. Gives poor rationale for whether a change in practice is warranted.

10.0 pts

Does not summarize study and does not give rationale for whether a change in practice is warranted.

0.0 pts

25.0 pts

Grammar, Punctuation, and Spelling/ APA Formatting

(No errors in grammar, punctuation, spelling, and APA formatting.)

No errors in grammar, punctuation, APA, and spelling.

20.0 pts

One to four errors in grammar, spelling.

18.0 pts

Five to eight errors in grammar, spelling, and syntax.

16.0 pts

Nine to twelve errors in grammar, spelling, and syntax.

8.0 pts

Thirteen or more errors to the point where it is difficult to understand the meaning of the student’s writing.

0.0 pts

20.0 pts

Total Points: 175.0

 

Research Article Critique Paper – Lesiuk, T. (2015). The effect of mindfulness-based music therapy on attention and mood in women receiving adjuvant chemotherapy for breast cancer: A pilot study. Oncology Nursing Forum, 42(3), 276-282.

Applying and Sharing Evidence to Practice

After the data have been analyzed, conclusions are made regarding what the findings mean. Then, this information must be shared with your healthcare team.

Choose one of the articles from the Week 5 RRL assignment, and discuss the findings. Would you apply the evidence found to your practice? Explain your answer.

Translating research into practice is the final and most important step in the research process. Review information you found your nursing clinical issue and explain ways in which you would share the research-based evidence with your peers.

Applying and Sharing Evidence to Practice