Critical Appraisal of Clinical Research

Critical Appraisal of Clinical Research

Critical Appraisal of Clinical Research

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Systematic and Integrative Review

of Selected Practice Query

Guidelines

The purpose of this application is to provide the student an
opportunity to develop a systematic and integrative

review of selected practice query.

Spirituality encompasses the search for a purpose or meaning of life found beyond physical reality. Often, spirituality will include religious beliefs and values that an individual adheres. To add on, one way that this conception of spirituality would influence the way in which I care for patients is by understanding the patient’s spirituality to help them develop healthy coping mechanisms. According to a scholarly study, more than 80% of parents reported finding comfort and using religion as a coping mechanism to help overcome the loss of a child (Puchalski 2001). This is sometimes the sad reality that a nurse will have to face; hence, it becomes important for nurses to have a way or method to direct parents to handle grief. Moreover, I do believe in spiritual power and God’s existence. I use my beliefs with morals and manners to enhance nursing care I provide to my patients. Spiritual care improves people’s spiritual well-being and performance as well as the quality of their spiritual life. Spiritual care has positive effects on individuals’ stress responses, spiritual well-being such as the balance between physical, psychosocial, and spiritual aspects of self), sense of integrity and excellence, and interpersonal relationships (Zehtab & Adib-Hajbaghery, 2014).

COURSE OUTCOMES

This assignment provides documentation of student ability to
meet the following Course Outcomes:

CO 1: Formulate PICOT/PICoT questions relevant to advanced
nursing practice (PO #3).

CO 2: Utilize comprehensive systematic-review skills
necessary for evidence-based practice (PO #5).

CO 3: Critically appraise level and quality of evidence
related to a selected advanced nursing practice

issue (PO #3).

CO 5: Evaluate appropriateness of a qualitative research
design for a selected PICoT question (PO #3).

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CO 6: Evaluate appropriateness of a quantitative research
design for a selected PICOT question (PO #3).

CO 7: Evaluate appropriateness of an economic research
design for a selected economic appraisal of

evidence (PO #3).

CO 9: Analyze qualitative, quantitative, and economic data
for the purposes of critical appraisal of

evidence (PO #3).

CO 10: Evaluate selected statistical methods for the
purposes of critical appraisal of evidence (PO #5).

POINTS

This assignment is worth a total of 265 points.

DUE DATE

Submit your completed assignment by Sunday 11:59 p.m. MT of
Week 5, as directed.

REQUIREMENTS

1. To complete this application, you will want to access all
available scientific search engines. There are numerous robust scientific
search engines to retrieve relevant research to support your clinical problem
and clinical question (PICOT). The link to our library home is
http://library.chamberlain.edu with a link for research help in the Ask A
Librarian box http://chamberlain.libanswers.com/ask

2. The Systematic and Integrative Review of Selected Practice
Query paper is worth 250 points and will be graded on quality of information,
use of citations, use of Standard English grammar, sentence structure, and
overall organization based on the required components as summarized in the
directions and grading criteria/rubric.

3. Create your report using Microsoft Word (a part of
Microsoft Office), which is the required format for all Chamberlain College of
Nursing documents. You can tell that the document is saved as a Microsoft Word
document because it will end in .docx.

4. Follow the directions and grading criteria closely. Any
questions about this project may be posted under the Q & A forum.

5. The length of the project report is to be no less than 6
and no greater than 8 pages excluding title page and reference pages.

6. APA format is required with both a title page and
reference page. Use the required components of the review as Level 1 headings
(upper and lower case, centered, boldface):

Note: Introduction—Write an introduction to the systematic
and integrative review of selected practice query, but do not use Introduction
as a heading in accordance with the rules put forth in the Publication manual
of the American Psychological Association (2010, p. 63). APA format is required
with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper and lower case, centered):

a. Description of systematic and integrative review of
selected practice query (both integrative and systematic review of evidence)

b. Presentation of systematic and integrative review of
selected practice query analysis including quantitative, qualitative, and
economic evidence

PREPARING THE PROJECT REPORT

The following are best practices for preparing this project
report:

1. When introducing the systematic and integrative review of
selected practice query, be sure to include

pertinent background information regarding the topic (who,
what, where, when, and why).

2. When describing the selected practice query, be sure to
fully identify and address evidence using a

synthesis (integrative review citing areas of agreement and
disagreement among authors) approach for

the written summary and embed or attach the evidence table
(systematic review citing leveling and

grading of evidence) using the template found in Course
Resources.

3. When presenting the systematic and integrative review of
selected practice query analysis, be sure to

fully incorporate evidence from quantitative, qualitative,
and economic sources

Topic 1 DQ 1

Oct 3-5, 2022

What would spirituality be according to your own worldview? How do you believe that your conception of spirituality would influence the way in which you care for patients?

In essence, spirituality is the quest for the meaning of life (Bogue and Hogan, 2020). This vague term takes on many meanings depending on who is asked. Worldviews have a large impact on what path spirituality takes for someone. Personally, my worldview aligns with realism and optimism. Realism in the fact that what I can perceive and what is tangible in this world is what creates the majority of my experience. My optimistic worldview allows me to rely on such ideas as faith in order to maintain a positive view of my future. These play into my spirituality by allowing me to stay grounded in the present and accepting that the future is still unknown but has so much potential to be better than what I can comprehend now. My worldview allows my spirituality to be fluid and less of a daily burden mentally. The combination of my worldview and spirituality allow me to be present for my patients in their times of need, maintain positivity, be open to external experiences and worldviews, all while maintaining a tangible awareness of the physical ailments they are experiencing. Faith without realism does not benefit the patient because even if a grim prognosis exists, realism allows us to deal with the now and continue to move forward. Even if moving forward towards a terminal diagnosis, solace can be found in working through the physical realm to eventually be at peace in faith; knowing all that can be done in the now has been addressed. 

Reference

Bogue, D. W. and Hogan, M. (2020). Foundational Issues in Christian Spirituality and Ethics. Practicing dignity: An introduction to Christian values and decision making in health care. Retrieved from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1 

The article by Rankin et al., (2018) was selected for this assignment. The research focused on human experiences within a natural setting. The phenomenon was the barriers and facilitators to taking self-management of diabetes in pre-adolescent children suffering from diabetes type 1. The researchers conducted interviews in the doctor’s office where the participants were encouraged to share their experiences related to self-management tasks related to diabetes type 1. The study was conducted in the natural setting of the participants in that data was obtained in their usual environment. There was also the use of simulations such as drawing to increase the depth of the information that was obtained in the study.

            The phenomenon under investigation in the research by Rankin et al., (2018) is relevant to nursing. It explores the patient-related factors that influence the utilization of self-care tasks in the management of diabetes. It also provides insights into the barriers and enablers to the use of self-care tasks by pre-adolescents for the management of diabetes. The information from the article enables nurses and other healthcare providers to identify effective interventions that can enhance the utilization of self-care management techniques in pre-adolescents with diabetes.

Structuring the Study

            The research by Rankin et al., (2018) did not explicitly state the research question. However, it can be inferred from the aim of the research to have been; what are the barriers and facilitators to taking on diabetes self-management tasks in pre-adolescent children with type 1 diabetes? It can be seen from this question that the researchers specified the distinct process that was under investigation. They identified the focus of the study to be on the perceived barriers and facilitators by the participants. The study also identified the context of the research. It can be seen from the research question that the study targeted pre-adolescents with diabetes mellitus type 1. It also identified the nature of tasks that the target population are expected to engage in the management of diabetes mellitus type 1. Accordingly, the researchers were interested in the self-management tasks for diabetes mellitus type 1. The choice of qualitative method that was utilized in the selected study fitted with the research question. As seen in the study by Rankin et al., (2018), its main aim was to identify barriers and facilitators to self-management tasks for diabetes type 1 in pre-adolescents. The barriers and facilitators could only be identified through unstructured interviews that enabled the participants to express their experiences in detail. The approach to data analysis such as inductive, thematic approach was also appropriate due to its ability to provide a generalized view of the experiences of the participants.

Researchers Perspectives and Sample Selection

            The biases of the researchers were reported. They included the use of a homogenous sample and small sample size. The researchers concluded that these factors are likely to influence the reliability, generalizability, and dependability of the reported findings. The researchers also provided structure of ideas that reflected their beliefs. For example, they expressed the fact that the incorporation of health information technologies into self-management tasks would address some of the barriers that were identified in the research. It can also be seen in the study that the sample selection utilized by the researchers lives in the phenomenon of interest. The participants were selected based on an inclusion criterion, which included being on treatment due to diabetes mellitus type 1 and willingness to participate in the research.

Data Collection

            The methods of data collection that were utilized in the study by Rankin et al., (2018) were stated clearly. They included the use of unstructured interviews where participatory activities were utilized to prompt discussions. The interviews lasted for an average of 45 minutes and were digitally recorded and transcribed in entirety. There is the evidence that participant consent was an integral part of the data collection process. The parents or guardians and pre-adolescents were given consent forms to demonstrate their voluntary participation in the research.

Data Analysis

            The dimensions of data analysis that were utilized in the research by Rankin et al., (2018) can be identified and followed logically. They included data analysis by two analysts, independent data analysis that was followed by joint discussions, development of a coding framework, and thematic analysis using NVIVO software. The researchers painted a clear picture of the participants’ reality. They used direct quotations of their descriptions to increase the readers’ understanding of these experiences. The interpretation of the researchers also captured the meaning of the participants. They utilized the data to come up with shared meanings by the participants concerning their subjective barriers and facilitators on self-management tasks in diabetes. The interpretation of the interpretation of the researchers was however not confirmed by other professionals.

Describing the Findings

            The researchers provided an explicit analysis of their findings. They provided themes that represented the shared meanings of the participants’ experiences. They also gave examples of the direct quotations of the participants’ narratives about their experiences. They also compared the different subjective experiences to increase the understanding of the readers concerning the experiences. The researchers linked their findings to existing literature. There was an extensive analysis of the similarities and differences in the findings in the study and those reported by other scholars. This analysis provided insights into areas of further research on the topic.

 

 

References

Rankin, D., Harden, J., Barnard, K., Bath, L., Noyes, K., Stephen, J., & Lawton, J. (2018). Barriers and facilitators to taking on diabetes self-management tasks in pre-adolescent children with type 1 diabetes: a qualitative study. BMC endocrine disorders, 18(1), 1-9.