NURS 6052 Evidence-Based
Critical Appraisal Tool worksheet Template assignment. Please read careful.
Evaluation Table
Use this document to complete the
evaluation table
requirement of the Module 4 Assessment,
Evidence-Based Project, Part 4A: Critical Appraisal of Research
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Full APA formatted citation of selected article. |
Article #1 |
Article #2 |
Article #3 |
Article #4 |
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Evidence Level * (I, II, or III) |
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Conceptual Framework Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).** |
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Design/Method Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria). |
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Sample/Setting The number and characteristics of patients, attrition rate, etc. |
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Major Variables Studied List and define dependent and independent variables |
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Measurement Identify primary statistics used to answer clinical questions (You need to list the actual tests done). |
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Data Analysis Statistical or Qualitative findings (You need to enter the actual numbers determined by the statistical tests or qualitative data). |
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Findings and Recommendations General findings and recommendations of the research |
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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? |
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Key findings |
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Outcomes |
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General Notes/Comments |
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These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide
· Level I
Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis
· Level II
Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis
· Level III
Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis
· Level IV
Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence
· Level V
Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence
**Note on Conceptual Framework
· The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link
https://academicguides.waldenu.edu/library/conceptualframework
· 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 University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from
https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_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. Retrieved October 23, 2019 from
https://academicguides.waldenu.edu/library/conceptualframework
Critical Appraisal Tool Worksheet Template
© 2018 Laureate Education Inc.
2
Assignment:Evidence-Based Project, Part 3: Critical Appraisal of Research
Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.
In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.
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.
By Day 7 of Week 7
Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 5, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 124–188)
Chapter 6, “Critically Appraising Qualitative Evidence for Clinical Decision Making” (pp. 189–218)
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010a). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c
Note: You will access this article from the Walden Library databases.
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Critical appraisal of the evidence: Part II: Digging deeper—examining the “keeper” studies. American Journal of Nursing, 110(9), 41–48. doi:10.1097/01.NAJ.0000388264.49427.f9
Note: You will access this article from the Walden Library databases.
Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010c). Evidence-based practice, step by step: Critical appraisal of the evidence: Part III: The process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5
Note: You will access this article from the Walden Library databases.
Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207. doi:10.1177/1078390309338733
Note: You will access this article from the Walden Library databases.
Document: Critical Appraisal Tool Worksheet Template (Word document)
Required Media
Laureate Education (Producer). (2018). Appraising the Research [Video file]. Baltimore, MD: Author.
Accessible player
Laureate Education (Producer). (2018). Interpreting Statistics [Video file]. Baltimore, MD: Author.
Accessible player
Laureate Education (Producer). (2018). Review of research: Hierarchy of evidence pyramid [Mutlimedia file]. Baltimore, MD: Author.
Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from
Rubric Detail
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Name: NURS_6052_Module04_Week07_Assignment_Rubric
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Excellent Good Fair Poor
Part 3A: Critical Appraisal of Research Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tool Worksheet Template. Be sure to include: · An Evaluation Table
45 (45%) – 50 (50%)
The critical appraisal accurately and clearly provides a detailed evaluation table. The responses provide a detailed, specific, and accurate evaluation of each of the peer-reviewed articles selected.
40 (40%) – 44 (44%)
The critical appraisal accurately provides an evaluation table. The responses provide an accurate evaluation of each of the peer-reviewed articles selected with some specificity.
35 (35%) – 39 (39%)
The critical appraisal provides an evaluation table that is inaccurate or vague. The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected.
0 (0%) – 34 (34%)
The critical appraisal provides an evaluation table that is inaccurate and vague or is missing.
Part 3B: Evidence-Based Best Practices Based on your 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.
32 (32%) – 35 (35%)
The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed.
The responses accurately and clearly explain in detail the best practice, with sufficient justification of why this represents a best practice in the field. The responses provide a complete, detailed, and specific synthesis of two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided.
Accurate, complete, and full APA citations are provided for the research reviewed.
28 (28%) – 31 (31%)
The responses accurately suggest a best practice that is adequately aligned to the research reviewed.
The responses accurately explain the best practice, with adequately justification of why this represents a best practice in the field. The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided.
Accurate and complete APA citations are provided for the research reviewed.
25 (25%) – 27 (27%)
The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed.
The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justification for why this represents a best practice in the field. The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. The response minimally integrates resources that may support the responses provided.
Inaccurate and incomplete APA citations are provided for the research reviewed.
0 (0%) – 24 (24%)
The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing.
The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justification for why this represents a best practice in the field, or are missing. A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. The response fails to integrate any resources to support the responses provided.
Inaccurate and incomplete APA citations are provided for the research reviewed or is missing.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (one or two) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (three or four) APA format errors.
0 (0%) – 3 (3%)
Contains many (five or more) APA format errors.
Total Points: 100
Name: NURS_6052_Module04_Week07_Assignment_Rubric
Evidence-Based Project Part 4 Critical AppraiTHsal o Research
NURSG 6052
October 15TH 2020
Evaluation Table
Use this document to complete the
evaluation table
requirement of the Module 4 Assessment,
Evidence-Based Project, Part 4A: Critical Appraisal of Research
Full APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Achim Elfering, Simone Grebner, & Anna Dudan. (2011). Job Characteristics in Nursing and Cognitive Failure at Work. Safety and Health at
Work, 2(2), 194–200.
Pintanela de Carvalho, D., Pereira Rocha, L., de Pinho, E. C., Tomaschewski-Barlem, J. G., Devos Barlem, E. L., & Salomão Goulart,
L. (2019). Workloads and burnout of nursing workers. Revista Brasileira de Enfermagem, 72(6), 1435–1441.
Chiara Dall’Ora, Jane Ball, Maria Reinius, & Peter Griffiths. (2020). Burnout in nursing: a theoretical review. Human Resources for
Health, 18(1), 1–17.
Fernández-Castro, J., Martínez-Zaragoza, F., Rovira, T., Edo, S., Solanes-Puchol, Á., Martín-del-Río, B., García-Sierra, R.,
Benavides-Gil, G., & Doval, E. (2017). How does emotional exhaustion influence work stress? Relationships between stressor
appraisals, hedonic tone, and fatigue in nurses’ daily tasks: A longitudinal cohort study. International Journal of Nursing
Studies, 75, 43–50.
Evidence Level *
(I, II, or
III
)
Level III
III
III
Conceptual Framework
Describe the theoretical basis for the study (If there is no one mentioned in the article, say that here).**
The study was based on the concept of understanding the level of workplace cognitive failures as caused by cognitive stressors.
The study used a cross-sectional study. The study utilized the analytical tools such as Mann Whitney U-Test, ChiSquare Test and Fisher’s Exact Test to test how nursing burnouts relets with nursing workloads.
The study utilized quantitative primary empirical studies to determine the correlation between work-related variables and burnout.
The research utilized a random-effects model to conduct the study.
The research used a three-level hierarchical model.
Design/Method
Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).
The study was conducted using the survey. The participants were registered nurses and in German-speaking hospitals in Switzerland.
The study utilized a descriptive, quantitative and cross-sectional study. This study was carried out in University Hospital (UH), in the Rio Grande do Sul State.
The study utilized formers scholarly articles form searches such as PsycINFO, CINAHL, and MEDLINE. The searches were conducted to examine the relationship between work-related and burnout in the nursing workplace.
The article sued a longitudinal research design.
Sample/Setting
The number and characteristics of
patients, attrition rate, etc.
The study consists of 96 registered nurses; 89 women and 7 men.
The sample consisted of a total of 355 healthcare workers. The nurses were 83, nursing technicians and 129 and 143 nursing auxiliaries. However, only 211 workers were involved in the study due to convenience. Thus, the number dropped to 77 nursing assistance, 85 technicians and 49 nurses.
The study researched a total of 91 articles. 39 papers measured the burnout by the use of Maslach Burnout Inventory (MBI) Scale three subscales and the 87 articles used the cross-sectional research.
113 nurses were used as random sample hospitals of Spanish heritage.
The day shift nurse-patient ratio of 10 and 30 in the night shift.
About 85.47% of the sample responded.
Major Variables Studied
List and define dependent and independent variables
Cognitive failure at work is the dependent variable while the independent variable is the cognitive stressors such as time pressure, performance constraints, uncertainty, and time pressure and work interruption.
The independent variable was workload as is the determining cause of the independent variable nursing burnout.
The major independent variable was the work-related factors, while the dependent variable being burnout.
The independent variable in this study was the emotional exhaustion while the dependent variable was the work stress.
Measurement
Identify primary statistics used to answer clinical questions (You need to list the actual tests done).
The study utilized a sample of 96 registered nurses. There were 7 men, 89 women form 11 German-speaking Swiss hospitals.
The study used EpiInfo version 7 StatCalc program on 77 nursing assistance, 85 technicians and 49 nurses.
The study used the Maslach Burnout Inventory (MBI) Scale and cross-sectional research.
The participants were given questioners to answer.
Where the authors used the Ecological momentary assessment measures and Maslach Burnout Inventory (MBI).
Data Analysis Statistical or
Qualitative findings
(You need to enter the actual numbers determined by the statistical tests or qualitative data).
A new German version of the Workplace Cognitive Failure Scale
(WCFS) was utilized to analyze the failure in the cognitive stressors such as attention, memory and action exertion.
The study analyzed the research by the use of 95% confidence level and f EpiInfo version 7 StatCalc program.
The study used the Maslach Burnout Inventory (MBI) Scale (39 papers) and cross-sectional (87 papers) research to analyze the results.
The article utilized SPSS Statistical.
Package v.22 to extract descriptive statistics.
Findings and Recommendations
General findings and recommendations of the research
The study was able to find out that there is a positive correlation between work-related cognitive failure and job characteristics.
The study also recommended the combination of the ISTA with WCFS when analyzing the effect of job characteristics.
The study was able to find most of the prevalent evidence workload to be caused by biological variables. The burnout caused the paining of the body parts.
The study recommends future study on the types of workload that lead to causing employees burnouts.
According to Maslach, the major cause of burnout was general health, sickness absence, and turnover.
The paper proposes for a more study on the relationship between burnout and its cause. Thus, the evidence-based program is not a perfect way to minimize burnout.
The findings concluded that control appraisals, effort and demand depend on the work done.
The future studies need to be done to develop fatigue evolution and what can be done to minimize it in the working environment.
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?
The study gives an analyzation of some risky job characteristics that may lead to job failures in the nursing working place.
These findings can be useful in practical nursing. Still, the recommendations can be sued by future scholars with fewer risks involved.
The main study strength is utilizing a large number of sample hence making it more comprehensive.
The study obtained can be used by the healthcare system to improve their employees’ productivity.
Practically, healthcare organizations can use this study to minimize the workers burnout by reducing workloads.
The research strength is the use of non-probabilistic for convenience. Thus they were able to come up with more comprehensive research.
Its strength is the large number of articles selected.
However, it has a major weakness of not being able to completely measure the cause of burnout.
Practically, healthcare organizations can use this study to minimize workers burnout by reducing workloads.
Key findings
The use of WCFS was approved as a tool to determine the rate of work-related stressors.
There was a productive correlation between work failure and work-related stressors.
A large number of people were able to reveal that many of the loads causing burnout were biological.
About 72% of the nursing employees stated as being affected by biological workload.
In the 91 articles there was a positive correlation between job characteristics and burnout.
The emotion exhaustion can be countered by the use of direct care and rewarding to the nurses.
Outcomes
The study showcased that there is a relationship between work-related cognitive failure and job characteristics.
The healthcare system should reconstruct the job description to counter stressors.
The study revealed that many of the workers might be affected by biological workload due to the nursing work condition. The conditions are such as the existence of secretions, blood, body fluids and factious diseases.
The study revealed that there was a potential severe consequence for patients and staff due to the burnout.
The study showcases that emotional stress causes burnout that leads to unproductivity in the workplace.
General Notes/Comments
The research can be seen as an eye-opener to many healthcare institutions to prevent job failure.
The study portrays the need for proper treatments and motivation of nurses for a productive outcome.
Still, the study is important as it can help the hospital management change the perception of nurses and how they can be motivated and satisfied to be more productive.
The research is very important to the nursing system. Many healthcare organizations can now realize that biological load is one of the major cause of nursing burnout leading to unproductivity.
However, there is a need for more research to determine the adverse causes of burnout in the nursing workplace.
The research can be practically be used in the healthcare system to reduce burnout. The management an approach their workers differently and introduce a rewarding or motivation program to reduce work stress.
Part 4B
The world we live in today is filled with unlimited desire for material assets as the organizations and management strive to use minimum resources in other to make as much profit as they desire. This increases the stress level at work that leads to burnout. Burnout is when an increase in the number of stressors makes stress management more difficult (Kelly, 2020). Therefore, finding ways to overcome nursing burnout is significant to improve the quality of our healthcare. Evidence-based research has proven that there is a correlation between nursing workloads and nursing burnout. In addition, emotional exhaustion, which is a state of feeling emotionally worn-out due to stress, is also one of the signs of burnout (Kelly,2020). In conclusion, in other to minimize nursing burnout, Healthcare organizations will need to involve the staff in the decision-making process that pertains to their work policies, most significantly those that concern them. Once the nurse’s requests are honored, nurses will work effectively and not be burned-out, and this will lead to providing adequate care to the patient and patient satisfaction.
References
Achim Elfering, Simone Grebner, & Anna Dudan. (2011). Job Characteristics in Nursing and Cognitive Failure at Work. Safety and Health at
Work, 2(2), 194–200.
https://doi-org.lopes.idm.oclc.org/10.5491/SHAW.2011.2.2.194
Chiara Dall’Ora, Jane Ball, Maria Reinius, & Peter Griffiths. (2020). Burnout in nursing: a theoretical review. Human Resources for
Health, 18(1), 1–17.
https://doi-org.lopes.idm.oclc.org/10.1186/s12960-020-00469-9
Fernández-Castro, J., Martínez-Zaragoza, F., Rovira, T., Edo, S., Solanes-Puchol, Á., Martín-del-Río, B., García-Sierra, R.,
Benavides-Gil, G., & Doval, E. (2017). How does emotional exhaustion influence work stress? Relationships between stressor
appraisals, hedonic tone, and fatigue in nurses’ daily tasks: A longitudinal cohort study. International Journal of Nursing
Studies, 75, 43–50.
https://doi-org.lopes.idm.oclc.org/10.1016/j.ijnurstu.2017.07.002
Kelly, L. (2020). Burnout, compassion fatigue, and secondary trauma in nurses: Recognizing the occupational phenomenon and
personal consequences of caregiving. Critical Care Nursing Quarterly, 43(1), 73-80
Padilha, K. G., Barbosa, R. L., Andolhe, R., Oliveira, E. D., Ducci, A. J., & Bregalda, R. S. (2017). Nursing workload, stress/burnout, satisfaction and incidents in a trauma intensive care units. Texto Contexto Enferm, 26(3), e1720016. Retrieved from
https://www.scielo.br/pdf/tce/v26n3/en_0104-0707-tce-26-03-e1720016
Critical Appraisal Tool Worksheet Template
© 2018 Laureate Education Inc.
6
PEER-REVIEWED ARTICLES
Please chose 2 article from peer reviewed below and two quantitative and qualitative aricles below. thanks
Chandra-Mouli, V., Lane, C., & Wong, S. (2015). What does not work in adolescent sexual and
reproductive health: a review of evidence on interventions commonly accepted as best practices. Global Health: Science and Practice, 3(3), 333-340 https://doi.org/10.9745/GHSP-D-15-00126
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., … & Stewart, L. A.
(2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
Newton-Levinson, A., Leichliter, J. S., & Chandra-Mouli, V. (2016). Sexually transmitted
infections and experienced barriers to accessing care. Journal of Adolescent Health, 59(1), 7–16. https://doi.org/10.1016/j.jadohealth.2016.03.014
Siddiqui, M., Kataria, I., Watson, K., & Chandra- Mouli, V. (2020). A systematic review of the
evidence on peer education programmes for promoting the sexual and reproductive health of young people in India. Sexual and Reproductive Health Matters, 28(1), 1741494. https://doi. org/10.1080/26410397.2020.1741494
References
The below is quantiitive and quatitiative articles
Ayerdi Aguirrebengoa, O., Vera Garcia, M., Rueda Sanchez, M., D Elia, G., Chavero Méndez, B., Alvargonzalez Arrancudiaga, M.,
Bello León, S., Puerta López, T., Clavo Escribano, P., Ballesteros Martín, J.,
Menendez Prieto, B., Fuentes, M. E., García Lotero, M., Raposo Utrilla, M., Rodríguez Martín, C., & Del
Romero Guerrero, J. (2020). Risk factors associated with sexually transmitted infections and hiv among adolescents in a reference clinic in Madrid. PloS One, 15(3), https://doi.org/10.1371/journal.pone.0228998
Kovar, C. L., Fazzone, P., & Bynum, S. (2019). Current challenges and opportunities to providing sexually transmitted disease
services in std clinics: a public health leadership perspective. Public Health Nursing,
36(5), 638–644. https://doi.org/10.1111/phn.12645
Ong, J. J., Morton, A. N., Henzell, H. R., Berzins, K., Druce, J., Fairley, C. K., Bradshaw, C. S., Read, T. R. H., Hocking, J. S., Chen,
M. Y., & Read, T. R. (2017). Clinical characteristics of herpes simplex virus
urethritis compared with chlamydial urethritis among men. Sexually Transmitted Diseases, 44(2),
121–125. http://doi.org/10.1097/OLQ.0000000000000547
Workowski, K. A., & Bolan, G. A. (2015). Sexually transmitted diseases treatment guidelines, 2015. 2015. MMWR. Recommendations
and Reports : Morbidity and Mortality Weekly Report. Recommendations and Reports, 64(RR-03), 1–137.