Rough Draft Qualitative Research Critique and Ethical Consideratio.docx

Rough Draft Qualitative Research Critique and Ethical
Considerations
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
75.0 %Content
15.0 %Background of Study
Background of study including problem, significance to nursing,
purpose, objective, and research questions is incomplete.
purpose, objective, and research questions is included but lacks
relevant details and explanation.
purpose, objective, and research questions is partially complete
and includes some relevant details and explanation.
purpose, objective, and research questions is complete and
includes relevant details and explanation.
purpose, objective, and research questions is thorough with

substantial relevant details and extensive explanation.
15.0 %Method of Study
Discussion of method of study including discussion of
conceptual/theoretical framework is incomplete.
conceptual/theoretical framework is included but lacks relevant
details and explanation.
conceptual/theoretical framework is partially complete and
includes some relevant details and explanation.
conceptual/theoretical framework is complete and includes
conceptual/theoretical framework is thorough with substantial
relevant details and extensive explanation.
15.0 %Results of Study
Discussion of study results including findings and implications
for nursing practice is incomplete.
for nursing practice is included but lacks relevant details and
explanation.
for nursing practice is partially complete and includes some
for nursing practice is complete and includes relevant details
and explanation.
for nursing practice is thorough with substantial relevant details
and extensive explanation.
15.0 %Ethical Considerations
Discussion of ethical considerations associated with the conduct

of nursing research is incomplete.
of nursing research is included but lacks relevant details and
explanation.
of nursing research is partially complete and includes some
of nursing research is complete and includes relevant details
and explanation.
of nursing research is thorough with substantial relevant details
and extensive explanation.
15.0 %Conclusion
Conclusion does not summarize a critical appraisal and
applicability of findings.
Conclusion is vague and does not discuss importance to nursing.
Conclusion summarizes utility of the research and importance to
nursing practice.
Conclusion summarizes utility of the research from the critical
appraisal and the findings importance to nursing practice.
Conclusion summarizes utility of the research from the critical
appraisal, knowledge learned, and the importance of the
findings to nursing practice.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper.
Thesis statement makes the purpose of the paper clear.
5.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Argument is clear and convincing and presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, or word choice are present.
Some mechanical errors or typos are present, but they are not
overly distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective

figures of speech are used.
Writer is clearly in command of standard, written, academic
English.
10.0 %Format
5.0 %Paper Format (use of appropriate style for the major and
assignment)
Template is not used appropriately or documentation format is
rarely followed correctly.
Template is used, but some elements are missing or mistaken;
lack of control with formatting is apparent.
Template is used, and formatting is correct, although some
minor errors may be present.
Template is fully used; There are virtually no errors in
formatting style.
All format elements are correct.
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous formatting
errors.
Sources are documented, as appropriate to assignment and style,
although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style,
and format is mostly correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
100 %Total Weightage

Research Critique Guidelines
To write a critical appraisal that demonstrates comprehension of
the research study conducted, address each component below
for qualitative study in the Topic 2 assignment and the
quantitative study in the Topic 3 assignment.
Successful completion of this assignment requires that you
provide a rationale, include examples, or reference content from
the study in your responses.
Qualitative Study
Background of Study:
· Identify the clinical problem and research problem that led to
the study. What was not known about the clinical problem that,
if understood, could be used to improve health care delivery or
patient outcomes? This gap in knowledge is the research
problem.
· How did the author establish the significance of the study? In
other words, why should the reader care about this study? Look
for statements about human suffering, costs of treatment, or the
number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state
the purpose of the study or may describe the purpose as the
study goals, objectives, or aims.
· List research questions that the study was designed to answer.
If the author does not explicitly provide the questions, attempt
to infer the questions from the answers.
· Were the purpose and research questions related to the
problem?
Method of Study:

· Were qualitative methods appropriate to answer the research
questions?
· Did the author identify a specific perspective from which the
study was developed? If so, what was it?
· Did the author cite quantitative and qualitative studies
relevant to the focus of the study? What other types of literature
did the author include?
· Are the references current? For qualitative studies, the author
may have included studies older than the 5-year limit typically
used for quantitative studies. Findings of older qualitative
studies may be relevant to a qualitative study.
· Did the author evaluate or indicate the weaknesses of the
available studies?
· Did the literature review include adequate information to build
a logical argument?
· When a researcher uses the grounded theory method of
qualitative inquiry, the researcher may develop a framework or
diagram as part of the findings of the study. Was a framework
developed from the study findings?
Results of Study
· What were the study findings?
· What are the implications to nursing?
· Explain how the findings contribute to nursing
knowledge/science. Would this impact practice, education,
administration, or all areas of nursing?
Ethical Considerations
· Was the study approved by an Institutional Review Board?
· Was patient privacy protected?
· Were there ethical considerations regarding the treatment or
lack of?
Conclusion
· Emphasize the importance and congruity of the thesis
statement.
· Provide a logical wrap-up to bring the appraisal to completion
and to leave a lasting impression and take-away points useful in

nursing practice.
· Incorporate a critical appraisal and a brief analysis of the
utility and applicability of the findings to nursing practice.
· Integrate a summary of the knowledge learned.
Quantitative Study
Background of Study:
· Identify the clinical problem and research problem that led to
the study. What was not known about the clinical problem that,
if understood, could be used to improve health care delivery or
patient outcomes? This gap in knowledge is the research
problem.
· How did the author establish the significance of the study? In
other words, why should the reader care about this study? Look
for statements about human suffering, costs of treatment, or the
number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state
the purpose of the study or may describe the purpose as the
study goals, objectives, or aims.
· List research questions that the study was designed to answer.
If the author does not explicitly provide the questions, attempt
to infer the questions from the answers.
· Were the purpose and research questions related to the
problem?
Methods of Study
· Identify the benefits and risks of participation addressed by
the authors. Were there benefits or risks the authors do not
identify?
· Was informed consent obtained from the subjects or
participants?
· Did it seem that the subjects participated voluntarily in the
study?
· Was institutional review board approval obtained from the
agency in which the study was conducted?

· Are the major variables (independent and dependent variables)
identified and defined? What were these variables?
· How were data collected in this study?
· What rationale did the author provide for using this data
collection method?
· Identify the time period for data collection of the study.
· Describe the sequence of data collection events for a
participant.
· Describe the data management and analysis methods used in
the study.
· Did the author discuss how the rigor of the process was
assured? For example, does the author describe maintaining a
paper trail of critical decisions that were made during the
analysis of the data? Was statistical software used to ensure
accuracy of the analysis?
· What measures were used to minimize the effects of researcher
bias (their experiences and perspectives)? For example, did two
researchers independently analyze the data and compare their
analyses?
Results of Study
· What is the researcher's interpretation of findings?
· Are the findings valid or an accurate reflection of reality? Do
you have confidence in the findings?
· What limitations of the study were identified by researchers?
· Was there a coherent logic to the presentation of findings?
· What implications do the findings have for nursing practice?
For example, can the findings of the study be applied to general
nursing practice, to a specific population, or to a specific area
of nursing?
· What suggestions are made for further studies?
Ethical Considerations
· Was the study approved by an Institutional Review Board?
· Was patient privacy protected?
· Were there ethical considerations regarding the treatment or
lack of?
Conclusion

· Emphasize the importance and congruity of the thesis
statement.
· Provide a logical wrap-up to bring the appraisal to completion
and to leave a lasting impression and take-away points useful in
nursing practice.
· Incorporate a critical appraisal and a brief analysis of the
utility and applicability of the findings to nursing practice.
· Integrate a summary of the knowledge learned.
Reference
Burns, N., & Grove, S. (2011). Understanding nursing research
(5th ed.). St. Louis, MO: Elsevier.
© 2016. Grand Canyon University. All Rights Reserved.
4
Running head: LITERATURE REVIEW 1
1
LITERATURE REVIEW
3
Literature Review
Tania Gonzalez Diaz
Grand Canyon University: NRS 433V

April 27, 2017
Literature Review
Traumatic brain injury (TBI) is a serious event that greatly
affects an individual’s ability to carry out normal functions. In
extreme situations, TBI might also affect a person’s self esteem
as well as cause him/her to sink into depression. The major
issues that revolve around traumatic brain injuries (TBI) include
loss of physical function, loss of self-awareness and self-
esteem, depression, trauma and healing and support (Carroll &
Coetzer, 2011). I chose this topic because it is important to
explore the issues around TBI, which causes physical
dysfunction, affecting one’s ability to work as well as to take
good care of themselves. This topic is important to nursing as it
helps to present the various interventions that would be
effective in treating TBI patients.
Practice Problem/Issue and PICOT Question
The issue of TBI is important to consider in nursing because
people who experience it often tend to lose their self-awareness
and self-esteem, which significantly affects their ability to
relate normally and freely with others. TBI events have a
serious negative impact on personal and social lives of most of
its victims. Therefore, it is important that care givers should
have adequate knowledge on how to treat such TBI patients.
Learning about this topic enables care givers to gain valuable
knowledge on how to help TBI patients to regain physical
function, to overcome trauma and depression, and to regain

their self-esteem and self-awareness (Carroll & Coetzer, 2011).
In the case of traumatic brain injury (TBI) victims, aged
between 40 and 70 years with multiple co-morbidities, will
individualized care involving transitions from hospital to home
environment, compared to hospitalized treatment, help to
overcome depression and loss of physical activity over a period
of 6 months.
Carroll, E., & Coetzer, R. (2011). Identity, grief and self-
awareness after traumatic brain injury. Neuropsychological
Rehabilitation, 21(3), 289-305. doi:
http://dx.doi.org/10.1080/09602011.2011.555972
Abstract
The objective of this study was to investigate perceived identity
change in adults with traumatic brain injury (TBI) and explore
associations between identity change, grief, depression, self-
esteem and self-awareness. The participants were 29 adults with
TBI who were being followed up by a community brain injury
rehabilitation service. Participants were longer post-injury than
those more commonly studied. Time since injury ranged from
2.25 to 40 years (mean = 11.17 years, SD = 11.4 years).
Participants completed a battery of questionnaires. Significant
others and clinicians completed a parallel version of one of
these measures. Questionnaires included the Head Injury
Semantic Differential Scale (HISDS-III), Brain Injury Grief
Inventory (BIGI), Hospital Anxiety and Depression Scale –
Depression, Rosenberg Self-Esteem Scale (RSES) and the
Awareness Questionnaire (Self/Significant other/Clinician
versions). The main findings were that participants reported
significant changes in self-concept with current self being
viewed negatively in comparison to pre-injury self. Perceived
identity change was positively associated with depression and
grief and negatively associated with self-esteem and awareness.
Awareness was negatively associated with self-esteem and
positively associated with depression. These findings were
consistent with previous research, revealing changes in identity
following TBI. Further research is needed to increase our

understanding of the psychological factors involved in
emotional adjustment after TBI and to inform brain injury
rehabilitation interventions, including psychotherapy
approaches.
Conneeley, A. L. (2012). Transitions and brain injury: A
qualitative study exploring the journey of people with traumatic
brain injury. Brain Impairment, 13(1), 72-84.
Abstract
This qualitative study aimed to explore transitions from hospital
to the home over a period of one year.
Methods and procedures: A longitudinal, phenomenological
approach was employed and 18 individuals with severe
traumatic brain injury, their family members and rehabilitation
professionals were interviewed using semi structured
interviews, when the person with brain injury was discharged
from the ward, after 6 months and again after one year.
Results: Themes identified within the data included returning
home, getting back to normal, moving forward and the role of
rehabilitation in the transitional period. Further subthemes were
also identified including issues of life-course disruption, self-
identity, status and reconstruction.
Conclusions: Data suggested that access to rehabilitation
programs employing individualized, contextual interventions
following discharge to the home were integral in enabling the
transition through to autonomy and independence.
Consideration of issues of identity and status can enable a
different and potentially important perspective on the
experience of transitions for those with brain injury. Reclaiming
personal autonomy and control appeared to be central to the
reconstruction of a coherent sense of self, enabling a
meaningful life after brain injury.
Douglas, J. M. (2012). Conceptualizing self and maintaining
social connection following severe traumatic brain injury. Brain
Injury, 27(1), 60-74. doi:
http://dx.doi.org/10.3109/02699052.2012.722254

Abstract
Primary objective: To explore how adults who have sustained
severe traumatic brain injury (TBI) conceptualize self-several
years after injury.
Design: Self-conceptualization was explored from the
perspective of the injured individual within a constructivist
Grounded Theory approach using in-depth interviews.
Qualitative analysis moved through a process of data-driven
open and focused coding, identification of emergent self-related
categories and exploration of relations between these
categories.
Participants: Sixteen men and four women with severe–very
severe injury participated in the study. Severity of injury was
indexed by either a Glasgow Coma Scale (GCS) score ≤8 or
duration of post-traumatic amnesia (PTA) ≥14 days. At the time
of interview, the average age of participants was 35.2 years and
a minimum of 5 years had elapsed since injury.
Main outcomes and results: Three main themes emerged from
the data. The first two themes together described a model of
self-concept. The third theme captured the insider's perspective
on factors that had helped to create and maintain a sense of
connection between self and society.
Conclusion: Conceptualization of self after brain injury is a
dynamic and multi-faceted process. Insight into the process can
guide the development of therapeutic endeavours to facilitate
the ongoing construction of self after severe TBI.
Haneef, Z., Levin, H. S., Frost, J. D., & Mizrahi, E. M. (2013).
Electroencephalography and quantitative
electroencephalography in mild traumatic brain injury. Journal
of Neurotrauma, 30(8), 653–656.
http://doi.org/10.1089/neu.2012.2585
Abstract
Mild traumatic brain injury (mTBI) causes brain injury resulting
in electrophysiologic abnormalities visible in
electroencephalography (EEG) recordings. Quantitative EEG
(qEEG) makes use of quantitative techniques to analyze EEG

characteristics such as frequency, amplitude, coherence, power,
phase, and symmetry over time independently or in
combination. QEEG has been evaluated for its use in making a
diagnosis of mTBI and assessing prognosis, including the
likelihood of progressing to the post concussive syndrome
(PCS) phase. We review the EEG and qEEG changes of mTBI
described in the literature. An attempt is made to separate the
findings seen during the acute, sub-acute, and chronic phases
after mTBI. Brief mention is also made of the neurobiological
correlates of qEEG using neuroimaging techniques or in
histopathology. Although the literature indicates the promise of
qEEG in making a diagnosis and indicating prognosis of mTBI,
further study is needed to corroborate and refine these methods.
Johansson, B., Bjuhr, H., & Rönnbäck, L. (2012). Mindfulness-
based stress reduction (MBSR) improves long-term mental
fatigue after stroke or traumatic brain injury. Brain Injury,
26(13-14), 1621-1628. doi:
http://dx.doi.org/10.3109/02699052.2012.700082
Abstract
Objective: Patients who suffer from mental fatigue after a
stroke or traumatic brain injury (TBI) have a drastically reduced
capacity for work and for participating in social activities.
Since no effective therapy exists, the aim was to implement a
novel, non-pharmacological strategy aimed at improving the
condition of these patients.
Methods: This study tested a treatment with mindfulness-based
stress reduction (MBSR). The results of the programme were
evaluated using a self-assessment scale for mental fatigue and
neuropsychological tests. Eighteen participants with stroke and
11 with TBI were included. All the subjects were well
rehabilitated physically with no gross impairment to cognitive
functions other than the symptom mental fatigue. Fifteen
participants were randomized for inclusion in the MBSR
programme for 8 weeks, while the other 14 served as controls
and received no active treatment. Those who received no active
treatment were offered MBSR during the next 8 weeks. Results:

Statistically significant improvements were achieved in the
primary end-point—the self-assessment for mental fatigue—and
in the secondary end-point—neuropsychological tests; Digit
Symbol-Coding and Trail Making Test.Conclusion: The results
from the present study show that MBSR may be a promising
non-pharmacological treatment for mental fatigue after a stroke
or TBI.
Levack, W. M. M., Kayes, N. M., & Fadyl, J. K. (2010).
Experience of recovery and outcome following traumatic brain
injury: A metasynthesis of qualitative research. Disability and
Rehabilitation, 32(12), 986-999. doi:
http://dx.doi.org/10.3109/09638281003775394
Abstract
Purpose: To explore the use of qualitative metasynthesis to
inform debate on the selection of outcome measures for
evaluation of services provided to adults with traumatic brain
injury (TBI).
Method: Fifteen databases were searched for qualitative
research published between 1965 and June 2009, investigating
the lived experience of recovery following TBI acquired during
adulthood. Two reviewers independently screened all abstracts.
Included studies were evaluated using methodological criteria to
provide a context for interpretation of substantive findings.
Data were extracted and synthesised by three reviewers, using
QSR NVivo to assist with data management.
Results: From 23 studies, eight inter-related themes were
identified to describe the enduring experience of TBI: 1)
mind/body disconnect; 2) disconnect with pre-injury identity; 3)
social disconnect; 4) emotional sequelae; 5) internal and
external resources; 6) reconstruction of self-identity; 7)
reconstruction of a place in the world; 8) reconstruction of
personhood.
Conclusion: Currently, there are outcome measures for some but
not all of the issues identified in qualitative research on
surviving TBI. In particular, new outcome measures may be
required to evaluate experiences of loss of personal identity,

satisfaction with reconstructed identity and sense of connection
with one's body and one's life following TBI.

Rough Draft Qualitative Research Critique and Ethical Consideratio.docx

Recommended

Recommended

More Related Content

Similar to Rough Draft Qualitative Research Critique and Ethical Consideratio.docx

Similar to Rough Draft Qualitative Research Critique and Ethical Consideratio.docx (20)

More from SUBHI7

More from SUBHI7 (20)

Recently uploaded

Recently uploaded (20)

Rough Draft Qualitative Research Critique and Ethical Consideratio.docx