Assignment: Critically Appraising Quantitative Studies
Walden University Assignment: Critically Appraising Quantitative Studies-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University Assignment: Critically Appraising Quantitative Studies assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Assignment: Critically Appraising Quantitative Studies
Whether one passes or fails an academic assignment such as the Walden University Assignment: Critically Appraising Quantitative Studies depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Assignment: Critically Appraising Quantitative Studies
The introduction for the Walden University Assignment: Critically Appraising Quantitative Studies is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Assignment: Critically Appraising Quantitative Studies
After the introduction, move into the main part of the Assignment: Critically Appraising Quantitative Studies assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Assignment: Critically Appraising Quantitative Studies
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Assignment: Critically Appraising Quantitative Studies
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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What factors must be assessed when critically appraising quantitative studies?
Which is the most important? Why?
The percentage of suicide attempters with risk factors, pro- tective factors, and diagnosis of mental illness are presented in Table 1. In addition to risk and protective factors, features of the attempt, such as prior planning (11.0% Yes, 89.0% No), attempt to hide (30.3% Yes, 69.7% No), and place of suicide attempt (80.1% Home, 2.2% Workplace, 9.3% Public place, 2.8% Friend’s house, .6% Public building) were also included in the analysis.
Mascret, et al. studied older adults on their acceptance level of a virtual reality headset to determine if this type of technology could be useful in fall prevention. A link for the study is here: https://www.jmir.org/2020/12/e20691/ . The study sample included 271 men and women over the age of 65 who were able to walk independently and had never used the virtual reality headset before. They were given information about the headset. Researchers questioned perceived usefulness, ease of use, and enjoyment using a Likert scale of 1 (strongly disagree) to 5 (strongly agree). This scale is valid as it tests the participants’ opinions toward the device. It may lack reliability as participants may be inclined to give a higher score to appear accepting of technologies (Mascret, et al., 2020). The researchers tested reliability using McDonald omegas, a statistical technique that checks reliability. Participants were also asked to rate their confidence to perform daily tasks without falling and physical activity goals toward fall prevention using similar scales. Participants were found to have less acceptance of the device if they were more confident in daily activities. Participants who had personal goals toward increased physical ability were more likely to accept the headset. All results were self-reported, but the scales remained consistent throughout the testing.
Direct logistic regression was performed to assess the impact of available variables, namely, risk factors, protective factors, and features of the suicide attempt on the likelihood that suicide attempters were diagnosed with mental illness. Logistic regression was used in similar studies for a large number of predictors [25, 26] and is typically used to develop a subset of variables useful for predicting the criterion, by eliminating superfluous variables. Our sample size is sufficiently large and representative for statistical regression [47]. The full model (see Table 2) containing all available predictors was statistically significant, ?2 (23, N = 462) = 83.40, p < .001, indicating that the model was able to distinguish between attempters with and without diagnosis of mental illness.Themodel as awhole explained between 16.5% (Cox and Snell?2) and 24.4% (Nagelkerke?2) of the variance inmental illness and correctly classified 79.0% of the cases. As shown in Table 3, only six of the independent variables made a unique statistically significant contribution to the model (unemployment, mental illness or suicide in family, alcohol or drug abuse, habitual poor coping, willing to seek help, and positive future planning). The strongest predictor of mental illness was mental illness or suicide in family, with an odds ratio of 2.75. This indicated that attempters who had mental illness or suicide in family were 2.75 times more likely to have a diagnosis of mental illness than those without mental illness, controlling for all other predictors in the model. The second strongest predictor was unemployment with an odds ratio of 2.43. This indicated that attempters who were unemployed were 2.43 times more likely to have diagnosis of mental illness. The third strongest predictor was willing to seek help, with an odds ratio of 2.28. This indicated that attempters who were willing to seek help were 2.28 times