Assignment: Evidence-Based Project, Part 3: Critical Appraisal of Research,NURS 5052/NURS 6052/NURS 6052N/NRSE 6052C/NURS 6052C/NURS 5052C/NURS 6052A/NRSE 6052A: Essentials of Evidence-Based Practice

 

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

Submit Part 3A and 3B of your Evidence-Based Project

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
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

*

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

Clinical issue: workplace violence in healthcare

Student’s name:Iraisy Mendez

Professor’s name:Usama Saleh

Course:NURS 6052

Date:12/28/2020

PICOT question
In the current healthcare sector, how does workplace violence among nurses compared to workplace violence among physicians after a performance?

Hypothesis used to develop the PICOT question
Since workplace violence is an issue that afters every healthcare provider and each professional has different roles and responsibility it is likely that some personnel are more exposed than others to workplaces violence (Jakobsson, Axelsson & Örmon, 2020).
Also about 80% of workplace violence is associated with providers-patient interaction with is linked to both nurse and physician with the later more vulnerable than physician (Li, Qiu & Xiao, 2020).
The purpose of the PICOT question is to determine if the exposure to workplace violence in different among nurses as compared to physicians.
The objective is to determine if there profession and workplace setting influence exposure to workplace violence

Evidence based review
Workplace violence is a major issue among every professions in healthcare currently
A study carried out between 2002 and 2013 shows that there are about 7.8% cases of workplace violence in a population of every 10,000 full-time healthcare providers (Jakobsson, Axelsson & Örmon, 2020).

Risks factors to workplace violence
There are multiple risks factor to healthcare workplace violence such as (Kitaneh & Hamdan, 2012):
poor workplace conditions,
poor communication,
lack of training,
high workplace overturn,
lack of reporting programs
and understaffing

Search results based on meta analysis
More than 93,300 article are generated when searching “workplace violence in healthcare” in different databases as PubMed, DOAJ, ScienceDirect and Google Scholar.
About 35,800 to 45,500 article were generated when searching “ workplace violence among nurses and/or nurses in each database.

Rigour and effectiveness of the database
All selected article were published within ten years
And the exclusion and inclusion criteria was based on workplace violence in healthcare as the key workplace
This allowed focus on the clinical issues as a current challenge that affect healthcare sector profession such as nurses and physicians.

references
Cheung, T., Lee, P. H., & Yip, P. S. (2018). The association between workplace violence and physicians’ and nurses’ job satisfaction in Macau. PloS one, 13(12), e0207577.
Cheung, T., Lee, P. H., & Yip, P. S. (2017). Workplace violence toward physicians and nurses: prevalence and correlates in Macau. International journal of environmental research and public health, 14(8), 879.
Jakobsson, J., Axelsson, M., & Örmon, K. (2020). The Face of Workplace Violence: Experiences of Healthcare Professionals in Surgical Hospital Wards. Nursing Research and Practice, 2020.
Kitaneh, M., & Hamdan, M. (2012). Workplace violence against physicians and nurses in Palestinian public hospitals: a cross-sectional study. BMC health services research, 12(1), 1-9.
Li, Y. L., Li, R. Q., Qiu, D., & Xiao, S. Y. (2020). Prevalence of workplace physical violence against health care professionals by patients and visitors: a systematic review and meta-analysis. International journal of environmental research and public health, 17(1), 299.