Evidence-Based Project, Part 3: Critical Appraisal of Research

Evidence-Based Project, Part 3: Critical Appraisal of Research

Evidence-Based Project, Part 3: Critical Appraisal of Research

To Prepare:

Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.
The Assignment (Evidence-Based Project)

Part 3A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.

Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.

Part 3B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

Critical Appraisal Tool Worksheet Template

Evaluation Table

 

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 3A: Critical Appraisal of Research

 

 

Full APA formatted citation of selected article. Article #1 Article #2 Article #3 Article #4
 

 

 

 

      
Evidence Level *

(I, II, or III)

 

        
Conceptual Framework

 

Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**

 

  

 

 

 

      
Design/Method

 

Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).

        
Sample/Setting

 

The number and characteristics of

patients, attrition rate, etc.

  

 

 

 

 

      
Major Variables Studied

 

List and define dependent and independent variables

  

 

      
Measurement

 

Identify primary statistics used to answer clinical questions (You need to list the actual tests done).

        
Data Analysis Statistical or

Qualitative findings

 

(You need to enter the actual numbers determined by the statistical tests or qualitative data).

        
Findings and Recommendations

 

General findings and recommendations of the research

        
Appraisal and Study Quality

 

 

Describe the general worth of this research to practice.

 

What are the strengths and limitations of study?

 

What are the risks associated with implementation of the suggested practices or processes detailed in the research?

 

What is the feasibility of use in your practice?

        
 

 

Key findings

 

 

 

        
 

 

Outcomes

 

 

 

        
General Notes/Comments  

 

 

 

 

 

      

 

*Refer to the Johns Hopkins Evidence-Based Practice Model for Nursing and HealthcarePprofessionals, Hierarchy of Evidence Guide on the following page

**Note on Conceptual Framework

 

 

  • Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

 

  • As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

 

  • Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.

 

  • Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

 

References

 

 

The Johns Hopkins Hospital/Johns Hopkins School of Nursing (2022). Johns Hopkins evidence-based practice for nursing and healthcare professionals: appendix D: Hierarchy of Evidence Guide
Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your house. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. https://academicguides.waldenu.edu/library/conceptualframework

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Evidence-Based Project, Part 1: Identifying Research Methodologies

 

Department of Nurse 6052C-39 Essentials of Evidence-Based Practice

Walden University

Matrix Worksheet Template

Matrix Worksheet Template

 

Use this document to complete Part 1 of the Module 2 Assessment, Evidence-Based Project, Part 1: Identifying Research Methodologies

 

Full citation of selected article Article #1 Article #2 Article #3 Article #4
Baernholdt, M., Yan, G., Hinton, I. D., Cramer, E., & Dunton, N. (2020). Effect of preventive care interventions on pressure ulcer rates in a national sample of rural and urban nursing units: Longitudinal associations over 4 years. International Journal of Nursing Studies, 105, 103455. https://doi.org/10.1016/j.ijnurstu.2019.103455 Gaspar, S., Botelho Guedes, F., Vitoriano Budri, A. M., Ferreira, C., & Gaspar de Matos, M. (2022). Hospital‐acquired pressure ulcers prevention: What is needed for patient safety? The perceptions of nurse stakeholders. Scandinavian Journal of Caring Sciences, 36(4), 978-987. https://doi.org/10.1111/scs.12995 Jung, S. Y., & Moon, K. J. (2024). Pressure Ulcer Management Virtual Reality Simulation (PU-VRSim) for Novice Nurses: Mixed Methods Study. JMIR Serious Games, 12(1), e53165. https://doi.org/10.2196/53165 Kim, J., Lee, J. Y., & Lee, E. (2022). Risk factors for newly acquired pressure ulcer and the impact of nurse staffing on pressure ulcer incidence. Journal of Nursing Management, 30(5), O1-O9. https://doi.org/10.1111/jonm.12928
Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest) This article was chosen as it examines preventive care interventions in relation to pressure ulcer rates within the four-year timeframe. It is relevant to the clinical issue in that it contains information on possible ways of reducing pressure ulcers that are acquired in the hospital. The study respects the ethical principles by recommending ways to enhance the patients’ care. This article was selected because it focuses on nursing staff’s attitude towards hospital-acquired pressure ulcer prevention, which is considered to be a patient safety issue. As for ethical considerations, it raises a question on how nurses can be supported to deliver safe and effective care to patients and avoid adverse events, in order to prevent patient harm. This study was chosen due to the unique direction in pressure ulcer management education through virtual reality simulation VRSim for newly graduating registered nurses. While it does not directly target clinical practice, it does address the problem through training and education on how to avoid pressure ulcers. The research ethics serve to protect patients by enhancing the quality of training of the nurses. This article was selected because it outlined the risk factors of pressure ulcers and how they are affected by the staffing of the nurses. It connects to the clinical issue by highlighting the significance of appropriate staffing of nurses so as not to cause pressure ulcers, knowledge of which is one of the moral responsibilities in maintaining patient safety and quality outcomes.
Brief description of the aims of the research of each peer-reviewed article This longitudinal study sought to establish an understanding of the influence of preventive care interventions on pressure ulcer rates in a national sample of rural and urban nursing units across four years. It aimed at finding out the prevention measures that help minimize development of pressure ulcers. The purpose of this research was to explore the attitudes and knowledge of nurses on the possibility of developing pressure ulcers during a hospital stay and the knowledge that is required for the protection of patient safety in clinical practice. It aimed at identifying specific factors that can enable or hinder the use of preventive interventions. The purpose of this study was to determine the extent to which the PU-VRSim is effective in imparting knowledge in pressure ulcer management to the novice nurses. Furthermore, it aimed at exploring the extent to which it increased their confidence to engage in pressure ulcer care.

 

 The aims of this study were: To determine the risk factors associated with newly developing pressure ulcers and, to examine the relationship between elevated levels of nurse staffing and pressure ulcers in hospitals. It was aimed at offering information on the relationship between staffing levels and pressure ulcer incidences.

 
Brief description of the research methodology used Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. It was a quantitative research study employing a longitudinal design in which data were collected at multiple time points from a large representative sample of nursing units across the United States over four years. The study adopted the statistical means to test the correlation between the preventive care interventions and pressure ulcer incident rates. This research adopted a qualitative research approach that involved a series of semi-structured interviews with the nurse stakeholders in the study to obtain a wealth of information regarding their understanding of pressure ulcer prevention. A thematic analysis was then carried out in order to come up with major themes regarding patient safety and care. In this research, context-specific learning achievement on pre- and post-test scenario-based knowledge comprehension assessment tests were complemented by qualitative self-assessment from focus group discussions. The effectiveness of VRSim in improving the pressures ulcer care knowledge was determined. A quantitative non-experimental cross-sectional design was applied involving the use of patient health records to assess the newly developed pressure ulcers and potential risks. Data collected using Pressure Ulcer Risk Assessment Records and data analysis was further analyzed using regression models to establish the effect of nurse staffing on pressure ulcer incidence.
A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. The specified research design (Longitudinal study design) is a promising method, particularly since it enables the assessment of fluctuation in rates of pressure ulcers over a given period. Furthermore, the large sample size for the national survey ensures that results can be generalized to a greater extent. The statistical analysis justifies credibility and validity to the findings of the study. The strength of this qualitative approach is its usefulness in developing a more in-depth understanding of nurses’ experiences of pressure ulcer prevention, which can help in improving their practice. Applying of the thematic analysis allows for the comprehensive investigation of the materials, thus increasing the validity and credibility of the study. The use mixed-methods approach is effective towards determining the learning outcomes due to the resulting general synthesis of the mixed-methods approach and assessing the work of the VRSim. Through the use of both methods, the validity of the study is addressed and a comprehensive approach is also achieved. The quantitative cross-sectional design helps to establish risk factors and is able to explore the connection between the shortage of nurses and the occurrence of pressure ulcers. One of the advantages of employing statistical models is that they give accurate and authentic results which can serve to support staffing practices.
General Notes/Comments The findings of this research indicate that there is need to adopt evidence-based specific preventive care interventions in the equation that is important when establishing hospital care protocols to prevent pressure ulcers. The role of the nurses in pressure ulcer prevention is presented in the article, as well as the fields where the nursing practice and policies can be enhanced for the sake of the patients’ safety.

 

 This paper provides details of an intervention that could be adopted and implemented to complement educational training for nurses in the prevention and management of pressure ulcers. The results of the study indicate that pressure ulcers could be minimized through sufficient nurse staffing which implied that staffing levels should be dealt with through specific policies that would enhance patient outcomes.

 

 

 

References

 

Baernholdt, M., Yan, G., Hinton, I. D., Cramer, E., & Dunton, N. (2020). Effect of preventive care interventions on pressure ulcer rates in a national sample of rural and urban nursing units: Longitudinal associations over 4 years. International Journal of Nursing Studies, 105, 103455. https://doi.org/10.1016/j.ijnurstu.2019.103455

 

Gaspar, S., Botelho Guedes, F., Vitoriano Budri, A. M., Ferreira, C., & Gaspar de Matos, M. (2022). Hospital‐acquired pressure ulcers prevention: What is needed for patient safety? The perceptions of nurse stakeholders. Scandinavian Journal of Caring Sciences, 36(4), 978-987. https://doi.org/10.1111/scs.12995

 

Jung, S. Y., & Moon, K. J. (2024). Pressure Ulcer Management Virtual Reality Simulation (PU-VRSim) for Novice Nurses: Mixed Methods Study. JMIR Serious Games, 12(1), e53165. https://doi.org/10.2196/53165

 

Kim, J., Lee, J. Y., & Lee, E. (2022). Risk factors for newly acquired pressure ulcer and the impact of nurse staffing on pressure ulcer incidence. Journal of Nursing Management, 30(5), O1-O9. https://doi.org/10.1111/jonm.12928