...NRS-433V Week 4 Benchmark - Research Critique Part 2 To purchase this tutorial visit here: http://mindsblow.us/question_des/NRS-433VWeek4Benchmark-ResearchCritiquePart2/2855 contact us at: help@mindblows.us NRS-433V Week 4 Benchmark - Research Critique Part 2 Prepare a critical analysis of a quantitative study focusing on protection of human participants, data collection, data management and analysis, problem statement, and interpretation of findings. The quantitative research article can be from your previous literature review or a new peer-reviewed article. Each study analysis will be 1,000-1,250 words and submitted in one document. As with the assignments in Topics 1-3, this should connect to your identified practice problem of interest. Refer to the resource entitled “Research Critique Part 2.” Questions under each heading should be addressed as a narrative, in the structure of a formal paper. You are also required to include an Introduction and Conclusion. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Submit the assignment along with an electronic version of the article used for the analysis. If an electronic version is not available...
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...Benchmark - Research Critique Part 2 View Rubric Due Date: Apr 19, 2015 23:59:59 Max Points: 150 Details: Prepare a critical analysis of a quantitative study focusing on protection of human participants, data collection, data management and analysis, problem statement, and interpretation of findings. The quantitative research article can be from your previous literature review or a new peer-reviewed article. Each study analysis will be 1,000-1,250 words and submitted in one document. As with the assignments in Topics 1-3, this should connect to your identified practice problem of interest. Refer to the resource entitled “Research Critique Part 2.” Questions under each heading should be addressed as a narrative, in the structure of a formal paper. You are also required to include an Introduction and Conclusion. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Submit the assignment along with an electronic version of the article used for the analysis. If an electronic version is not available, submit a clean unmarked copy of the article. NRS433V.v10R.ResearchCritiquePart2Guidelines_student.docx ------------------------------------------------- ...
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...Annotated Bibliography: Quantitative Critique This assignment is an annotated bibliography on resources that Team C will use for the quantitative nursing critique that is due in week three. It should also be noted that some of sources from this annotated bibliography will also be applicable for the qualitative nursing critique that is due in week five. Coughlan, M., Cronin, P., Ryan, F. (2007), Step-by-step guide to critiquing research. Part 1: Quantitative research. British Journal of Nursing, 16(11), 658-663. This article provides a step-by-step approach to understanding research terminology and provides the nurses with a basis for understanding quantitative research. The article points out that being able to read nursing research is the first step in incorporating evidence based best practices into nursing care. As referred to in the article, each stage of the process must be thoroughly examined and this article walks the inexperienced nurse through the process. Duffy, J. R. (2005). Critically appraising quantitative research. Nursing & Health Sciences, 7(4), 281-283. doi:10.1111/j.1442-2018.2005.00248.x Critical appraisal of quantitative research is important to evidence-based practice. It allows a clinician to determine whether a study is scientifically rigorous. This article describes critical appraisal as a careful process of judging the worth of a quantitative study that guide clinical decisions, as well as a structured approach for understanding the...
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...TITLE: NRSG 507: Theory and Research Applications CREDIT ALLOCATION: 3 Semester hours PLACEMENT: Tuesdays 1:00 – 3:50 PM Rm. 201 FACULTY: Catherine Vena, PhD, RN | Eun Seok (Julie) Cha, PhD, RN | Clinical Associate Professor | Assistant Professor | Room 224 | Room 234 | cvena@emory.edu | echa5@emory.edu | 404-727-8430 | 404-712-9578 | Office Hours: By appointment | Office Hours: By appointment | COURSE DESCRIPTION: This course is an introduction to the theoretical and research foundations of advanced nursing practice. Key content to be covered includes the philosophical basis of science and knowledge, the structure and development of theory, qualitative and quantitative research methods, theory and research critique, and the application of theory and research in advanced nursing practice. It delineates research competencies for advanced practice nurses. The course encompasses critique of studies, application of research findings to practice (research utilization) and evaluation of outcomes attributable to advanced practice nursing. Ethical considerations related to research are integrated throughout the course. COURSE OBJECTIVES/OUTCOMES: 1. Understand the relationship between theory, research, and practice. 2. Critique and evaluate theoretical perspectives and research methods used to address clinical problems. 3. Understand qualitative and quantitative methodologies and their appropriateness...
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...PGM1010 QUANTITATIVE DATA COLLECTION & ANALYSIS Convenor: Professor Reyer Zwiggelaar, Computer Science E-mail: rrz@aber.ac.uk Internal phone: (01970-62) 8691 Module dates: Semester one, beginning Tuesday 9th October 2012 PGM1010 Timetable: please go to http://www.aber.ac.uk/en/grad-school/res-skills-training/res-train-dev/mod-timetable/ Module Overview: This module is taught in lectures and practical classes. This includes sessions on quantitative methods and an appropriate statistical package. Module aims: This module aims to give students a broad knowledge of a range of methodological and analytical skills, which they can apply in a variety of research contexts. As well as giving students a grounding in the basic principles of quantitative research methodology, the module will (i) look at how data can be described, (ii) introduce a range of statistical tests commonly used, and (iii) explore what the results mean in terms of the research question posed. The module comprises lectures, and the delivery will involve hands-on lab work using an appropriate statistical package. Module Objective Learning Outcomes: On completion of this module, students should be able to demonstrate: • An ability to apply a variety of different statistical methods to their research project. • An ability to collect, store, manage, test and interpret data. • An understanding of the epistemological and methodological difficulties associated with different techniques. • An...
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...A++PAPER;http://www.homeworkproviders.com/shop/psy-326-week-5-final-paper/ PSY 326 WEEK 5 FINAL PAPER PSY 326 Week 5 Final Paper, he Final Paper for this course is a Research Study Critique. For this assignment, utilize the topic and the research methodology approved by the instructor in Week One of the course and the selected peer-reviewed published research study on your topic from Week Three. You will then go through each section of the research study and critique not only the research but also how the research is presented. In many cases, the research is done well, but it is written or presented in a way that is misleading or confusing. Consequently, it is important to evaluate both the research and its presentation. This will allow you to apply the concepts learned in the class to the interpretation of actual scientific research. The research study that you chose to critique must: 1. Be an actual research study, not a review. 2. Contain a literature review of research related to the topic. 3. Have a clearly stated research question (or questions) and a hypothesis. 4. Collect data for analysis. 5. Conduct some type of analysis on the data collected. 6. Interpret the results of the analysis. 7. Discuss the implications of the results of the study. Your Final Paper should be eight to ten pages in length, excluding title and reference pages, and formatted according to APA style with citations from a minimum of six to eight scholarly, peer-reviewed...
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...http://hwsoloutions.com/?product=psy-326-week-5-final-paper Visit Our website: http://hwsoloutions.com/ Product Description PSY 326 Week 5 Final Paper, he Final Paper for this course is a Research Study Critique. For this assignment, utilize the topic and the research methodology approved by the instructor in Week One of the course and the selected peer-reviewed published research study on your topic from Week Three. You will then go through each section of the research study and critique not only the research but also how the research is presented. In many cases, the research is done well, but it is written or presented in a way that is misleading or confusing. Consequently, it is important to evaluate both the research and its presentation. This will allow you to apply the concepts learned in the class to the interpretation of actual scientific research. The research study that you chose to critique must: 1. Be an actual research study, not a review. 2. Contain a literature review of research related to the topic. 3. Have a clearly stated research question (or questions) and a hypothesis. 4. Collect data for analysis. 5. Conduct some type of analysis on the data collected. 6. Interpret the results of the analysis. 7. Discuss the implications of the results of the study. Your Final Paper should be eight to ten pages in length, excluding title and reference pages, and formatted according to APA style with citations from a minimum of six to eight scholarly, peer-reviewed...
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...University of Wollongong Research Online Faculty of Business - Accounting & Finance Working Papers 2006 Faculty of Business The Critique of Accounting Theory M. Gaffikin University of Wollongong, gaffikin@uow.edu.au Publication Details This working paper was originally published as Gaffikin, M, The Critique of Accounting Theory, Accounting & Finance Working Paper 06/25, School of Accounting & Finance, University of Wollongong, 2006. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au 06/25 University of Wollongong School of Accounting & Finance The Critique of Accounting Theory Working Papers Series Michael Gaffikin School of Accounting & Finance University of Wollongong Wollongong NSW 2522 Australia Tel +61 (2) 4221 3718 Fax +61 (2) 4221 4297 eMail george@uow.edu.au www.uow.edu.au/commerce/accy/ The Critique of Accounting Theory Michael Gaffikin* School of Accounting and Finance, University of Wollongong, NSW 2522 In previous papers (Gaffikin 2005a, 2005b, 2005c, 2006) the discussion has examined accounting as a science, with attempts to employ a scientific methodology; as a purely technical expression of economic theory, heavily dominated by research in finance; and as part of “law”, albeit law (regulation) heavily influenced by dominant economic and political ideology. That discussion revealed that all these perspectives...
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...Question 1: Theory Theories play a vitally important role in guiding research and organizing and making sense of research findings. In spite of the great importance of theory-building and theory testing within your field of specialization, there is no generally accepted conception of what a theory is. Because your dissertation must contribute to theory, you must have a clear understanding of the variety of conceptions of theory, types of theories, and ways of contributing to theory and be able to justify how, exactly, your study contributes to theory. Part 1 Using Gelso (2006), Harlow (2009), Stam, H. (2007, 2010), Wacker (1999), and five additional peer-reviewed articles from your specialization, discuss scholarly views on the nature and types of theory. Compare and contrast at least three views of what constitutes a theory, including the view you will use in Part 3 of this question. Be sure to distinguish theory from related concepts, such as hypothesis, paradigm, model, and concept. Part 2 Using Ellis & Levy (2008), Harlow, E. (2009), and five additional peer-reviewed articles, review the scholarly literature on the relationship between theory and research and the ways research (quantitative and qualitative) can contribute to theory. Discuss at least three ways research can contribute to theory. Part 3 Pick a theory (in one of the views of what constitutes a theory that you identified in Part 1) of current interest directly related to the topic area of your dissertation...
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...Quantitative Study Critique February 21, 2013 Quantitative Study Critique Nursing practice has advanced to more than just the clinical part of caring for patients. Nursing has evolved into a profession that demands accountability through continued research and implementation of evidence based practice in efforts to consistently provide the best care for growing populations. Nurses must be able to utilize research provided and critique this information with a degree of understanding that allows the nurse to interpret the knowledge gained in regards to the studied populations. Furthermore, the credibility and relevance of the study is equally important in the decision to trust its application in current best practice issues. This study states trust and depression are issues that cause difficulties with glycemic control. The purpose of this paper is to critique the quantitative study and offer a critical synopsis of the research presented. PICO (Patient, Intervention, Comparison, and Outcomes) is a type of model used to aid in framing questions for the research study. It helps to define questions that will support the specific population being studied and aids the reviewers in finding relevant information and evidence within the literature (Board of Trustees of the University of Illinois [UIC], 2012). The population studied was uninsured patients with diabetes. In considering the intervention and comparison, the goal of the study was to link health...
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...Two persistent critiques of quantitative experimentalism are (a) the lack of isomorphism between its measures and "reality" and (b) its failure thus far to produce "truths" useful to educational practice. These critiques have long been commented on. As early as 1918, B. R. Buckingham wrote: We may labor ingeniously at our analyses of results and may bring from afar the most potent methods which statistical theory has evolved, but we shall accomplish little if our instruments are as grossly defective as some of those which are now being employed appear to be. (p. 132) Buckingham's concern continues to be echoed by contemporary researchers: If multiple independent anecdotes are to be trusted, the computers too often have been processing in stolid seriousness worthless data produced by children who were staging mass boycotts, or deliberately sabotaging the process or making jokes out of their answers. Anecdotes of similar scandals are available for questionnaires, attitude scales and interviews. (Campbell, 1978) Too often, then, the link between results and "reality" is assumed rather than systematically investigated. Consequently, the empirical bases of educational practice are too frequently half-truths and pure fictions. BASIC PROBLEMS We quite agree with the first critique, that quantitative concepts are not isomorphic with quantitative measures. As Bateson (1980, p. 133) noted, "I can, in a sense, see the dog discriminate, but I cannot possibly see his 'discrimination...
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...1 This document provides examples of student critiques prepared for individual assignment 1. I have selected examples of satisfactory and unsatisfactory critiques supplemented by some comments. Hopefully this will assist in preparing for the second individual assignment and the final exam. 1. Literature review (objectives and motives) Satisfactory critique Critique: Jones and Solomon (2010) do not explicitly mention the aim of their research, but rather refer to the nature of the research. This is not seen as a weak point as the authors make use of grounded theory in their study. The authors do however identify their motivation of conducting this research quite well by stating: “However, to our knowledge, there has been little research (...)” (pp. 21). Furthermore, the authors link their motives to prior research by stating that there has been a lack of interview-based work in prior research (Ball et al, 2000; Deegan et al, 2006; O’Dwyer and Owen, 2005). I do see this link as a strong point in contrast to the objective of this article. The objective of this article is not clearly formulated. The authors mention: “We address the fundamental question on (...)” (p.21). However, immediately afterwards they state: “In addition, we shed light on several important questions such as (...)” (p.21). These additions are not related to previously identified questions by the authors but to the themes that derived from the interviews in this study. Therefore, in my opinion this cannot be seen...
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...Research Critique Part 1: A Qualitative Study on Preventing Hospital-acquired Urinary Tract Infection in United Sates Medical Facilities Donna Frazier Grand Canyon University Introduction to Nursing Research NRS-433V Chris Thompson-Sanxter February 01, 2013 Research Critique Part 1: A Qualitative Study on Preventing Hospital-acquired Urinary Tract Infection in United Sates Medical Facilities Problem Statement The clinical problem in this research article identified as hospital-acquired urinary tract infections in US hospitals and the research problem focused on how to prevent hospital-acquired urinary tract infections. Though urinary tract infections are the most common hospital-acquired infection, accounting for 40% of all nosocomial infections, there is very little information as to why hospitals do or do not use the available preventative methods. (Sanjay, et al., 2008) Purpose and Research Questions A list of questions were designed using the qualitative method, then used in 38 semi-regulated phone interviews with crucial staff at 14 expressly chosen hospitals and 39 face-to-face interviews at five of those fourteen medical facilities, to identify persistent and integrated ideas that describe in what way healthcare facilities tackled the dilemma of hospital-acquired urinary tract infections. (Sanjay, et al., 2008) The personnel interviewed were able to speak their thoughts freely since the data collection was so accommodating by using open-ended questions...
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...Quantitative Critical Appraisal To commence this quantitative analysis the start point was to formulate a robust quantitative question in order to provide direction for the literature search. Newell & Burnard (2006) suggest that a strong question informs the research design, research method, the population, the intervention and the outcomes of interest. There are three factors for focusing questions 1. Facilitating the search for relevant evidence, 2. deciding whether the evidence is applicable to the group in question, and 3. sorting best evidence from weaker, less valid evidence (LoBiondo-Wood et al, 2002). The question was framed around the elements of PICO; standing for “patients,” “intervention,” “comparison,” and “outcome” (Boston University Medline Plus, 2000a; Craig & Smyth, 2002). The PICO approach was developed around Evidence-Based Medicine (Richardson & Wilson, 1997), and was therefore designed for clinical studies, it can though be adapted to any research context. | | |People, patients or population - who are you asking the question about? | |Intervention - what intervention are you interested in? | |Control or comparison - what are you comparing the intervention to? ...
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...NUR: 553 Developing Research 2 To show an in-depth understanding of the research process and its components this assignment will use a study conducted by Wills et al. (2005) to critique. Within the assignment there will be a description of the qualitative methodology used, followed by a discussion of the strengths and weakness and its appropriateness and relevance of the design for the study. It will then go on to critique the title of the study, the abstract, the literature review, the method and design and the data collection section of the study. To conclude this assignment there will a brief summary. A qualitative research approach seeks to understand humans by exploring their experiences, attitudes and behaviour (Dawson, 2009). It relies on methods that allow the researcher into the personal, intimate and private world of the participants (Polgar and Thomas, 2008). Qualitative research designs allow for in-depth assessments and the opportunity to put participant’s responses in context (Parahoo, 2006). Data collection methods include in-depth interviews, observations, recordings and other documentation (Parahoo, 2006). In qualitative research the hypotheses are generated during data collection and analysis, and measurement tends to be subjective (Parahoo, 2006). The flexibility in the nature of qualitative exploration also applies to the size of the samples and the sampling techniques (Parahoo, 2006). According to Polit (2010) qualitative research is based on the quality...
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