NUR 513 Discussion Finding and Evaluating Evidence
NUR 513 Discussion Finding and Evaluating Evidence
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
Using key words from the compelling clinical question you developed in Module 1, perform a preliminary literature search for relevant articles, applying the information in Chapter 3 of Melnyk & Fineout- Overholt (2019). Complete either the quantitativePreview the document [XLSX, file size 21 KB] or qualitativePreview the document [XLSX, file size 21 KB] Research Score Card for one of the articles. This search will begin building the external evidence you need for the Investigation of a Clinical Problem Paper, Part I. You will eventually complete Research Critique Forms on all articles for your paper, but only one is required for this discussion.
Exemplars for quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.
Based on your learning activities, respond to the following prompts:
Did you find that your question was appropriate or did you need to revise or change it as you delved deeper into the problem and evidence? Did the literature search challenge any pre-conceived notions you had about the topic?
Briefly summarize in 1-2 paragraphs, all components listed on the Research Critique Form from the article you chose on your topic.
Did you feel the theoretical basis of the study (if identified) was appropriate? Why is it important for research to be guided by theory?
DQ2 Critique of Qualitative and Quantitative Research Studies: Part I
Image of hospital nurse using computer (Life in View, n.d.).Qualitative and quantitative research each have value in evidence-based practice and leading industry standards. In this discussion, you will critique research and respond to your peers’ evaluations for both types of research.
This activity will address the following module outcome:
MO 2: Assess evidence and analyze its usefulness for a clinical problem. (EPSLO 2; SLO 5)
In this discussion, you will critique a quantitative and qualitative research study. To give everyone in class an opportunity to critique both types of research, please follow the instructions below. Examples of how to use the quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 28 KB] score card are provided for you.
If your last name begins with A-M:
Read the study by Spiva, et al. (2017). Complete the quantitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Spiva, et al. (2017).
Read the study by Hundt, et al. (2018). Reply to a minimum of two other classmates who have posted a Critique of Hundt, et al. (2018) for their initial discussion.
If your last name begins with N-Z:
Read the study by Hundt, et al. (2018). Complete the qualitative research score cardPreview the document [XLSX, file size 21 KB] as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource. Post a brief summary (1-2 paragraphs) of all components listed on the Research Critique Form. Please entitle your initial discussion post: Critique of Hundt, et al. (2018).
Read the study by Spiva, et al. (2017). Reply to a minimum of two other classmates who have posted a Critique of Spiva, et al. (2017).
Spiva, L., Hart, P. L., Patrick, S., Waggoner, J., Jackson, C., & Threatt, J. L. (2017). Effectiveness of an evidence-based practice nurse mentor training program (Links to an external site.). Worldviews on Evidence-Based Nursing, 14(3), 183–191. https://doi-org.vlib.excelsior.edu/10.1111/wvn.12219 Hundt, N. E., Helm, A., Smith, T. L., Lamkin, J., Cully, J. A., & Stanley, M. A. (2018). Failure to engage: A qualitative study of veterans who decline evidence-based psychotherapies for PTSD (Links to an external site.). Psychological Services, 15(4), 536–542. https://doi-org.vlib.excelsior.edu/10.1037/ser0000212
Different clinical studies present different levels of evidence depending on the research questions to be answered as well as the design and methodologies of the study. In the nursing research process, there are different approaches for evaluating different levels of evidence. The two main approaches used in the evaluation process include quantitative and qualitative techniques. The quantitative approaches or techniques often involve evaluating data and comparing different measures used in the study under review. In the quantitative approaches, there are always applied metrics, including mean, standard deviation, and other statistical parameters (Cui et al., 2018). Quantitative approaches or criteria can be measured, or formal tools can be applied for a prediction, to ensure the objectivity of the outcomes as well as the applied variables.
For the qualitative techniques in the evaluation process, there are different frameworks that can be followed to ensure effective outcomes. The whole process involves assessing meanings, processes, perceptions, and experiences in the study process. The qualitative technique may involve considering the experiences that patients have concerning a given variable under the evaluation process. The qualitative approaches, as applied in the study, do not include measurable parameters. To enhance the analysis of relevant evidence and make effective interpretations, there is always the application of emphatic comprehensions, which can indicate that the findings and the variables are dependent on the context of the research studies (Häggman-Laitila et al., 2019). The two approaches, qualitative and quantitative techniques, can be applied in the evaluation of evidence independently or jointly. In other words, the two approaches can be applied separately or at the same time. Analysis of evidence from the research processes is critical in ensuring effective outcomes in the research processes.
References
Cui, C., Li, Y., Geng, D., Zhang, H., & Jin, C. (2018). The effectiveness of evidence-based nursing on development of nursing students’ critical thinking: A meta-analysis. Nurse education today, 65, 46-53. https://www.sciencedirect.com/science/article/abs/pii/S0260691718301084
Häggman-Laitila, A., Mattila, L. R., & Melender, H. L. (2019). Educational interventions on evidence-based nursing in clinical practice: a systematic review with qualitative analysis. Nurse education today, 43, 50-59. https://www.sciencedirect.com/science/article/abs/pii/S026069171630048X