© 2018 Laureate Education Inc. 1
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 TIDBITS TO HELP
Scheidenhelm, S., & Reitz, O. (2017).
Handwriting bedside shift report. The
Journal of Administration,
22(3), 147-153. https://doi.10.1097/
NNA.0000000000000457
Evidence Level *
(I, II, or III)
Evidence Level II
Conceptual
Framework
Describe the
theoretical basis for
the study (If there
is not one
mentioned in the
article, say that
here).**
Two theories provided the basis for
this study:
• Peplau’s theory of
interpersonal relations
• Lewin’s theory of planned
change
Critical Appraisal Tool
Worksheet Template
See end of table and info about Levels of
Evidence from John Hopkins EBP
source. See also article course resource
Critical Appraisal of the Evidence: Part 1
and level of evidence table
FYI – Theoretical and Conceptual are often
used interchangeably — as is
theory/model/framework.
Be sure to format in proper APA.
APA 7th edition – revisit Writing Center
video – look up doi via crossref.org
By now, proper format is expected
Class – our course resource articles Critical Appraisal of the Evidence: Part I, Part II, and Part III will
certainly be beneficial to this assignment
© 2018 Laureate Education Inc. 2
Design/Method
Describe the design
and how the study
was carried out (In
detail, including
inclusion/exclusion
criteria).
• Quasi-experimental
• Pre and post implementation
comparison of patient
satisfaction scores
• Inclusion – Patients within
specified unit
• Exclusion – Anyone outside
of nursing; new graduate
nurses
Sample/Setting
The number and
characteristics of
patients, attrition
rate, etc.
Sampling – Purposive.
Setting – Both units residing in a 149-
bed community hospital
• First unit was a 46- bed
medical/surgical
• Second unit was a 12-bed
obstetrics unit
Participants – nurses 80 % female,
20% male…. provide additional info
reported on demographics of
participants
Attrition rate 100% as all participants
submitted complete surveys pre/post
implementation.
What was the sampling criteria (i.e.
Inclusion/exclusion)? Who or what studies
(i.e. if systematic review) were eligible to
participate or excluded?
Sampling? Random, Stratified, Cluster,
Snowball, Purposive ….
Provide info on characteristics of the
sample/setting
See also article course resource Critical
Appraisal of the Evidence: Part 1
Is it…
Quantitative, Qualitative, or mixed-method
Then …experimental or non-experimental
design (i.e. Quantitative); Phenomenology,
ethnography, grounded theory, focus
groups/interviews (i.e. Qualitative) or
SYSTEMATIC REVIEW
© 2018 Laureate Education Inc. 3
• N = 300; surveys received
from 2 units pre and post
implementation
Major Variables
Studied
List and define
dependent and
independent
variables
DV = Dependent
IV = Independent
• DV: Patient satisfaction scores
• IV: to use a
standardized bedside report
Measurement
Identify primary
statistics used to
answer clinical
questions (You
need to list the
actual tests done).
• Press Ganey measures patient
satisfaction using a survey
statements with satisfaction
questions
• Statistical analysis included
independent-samples t tests to
compare pre/post
implementation samples and
mean scores for each units
patient satisfaction survey
questions.
• Descriptive stats – used SPSS
version 22
• Patient demographics included
sex and age, including means,
standard deviations, and
range
Variables – see page 128 in textbook
NOTE: DV is the outcome variable (see
p. 128 and p. 621 in book)
Quantitative Measurements/Analysis –
things to consider might include –
standard deviation, means, contingency
tables, correlational coefficients
(Pearson’s r), power analysis,
significance, t-test, paired t-test,
ANOVA, or ANCOVA.
Share SPSS version or other software
used
Revisit your course resource Critical
Appraisal of the Evidence: Part II for a
short review of statistics.
Also, course resource, Understanding
quantitative research: Part 2
© 2018 Laureate Education Inc. 4
Data Analysis
Statistical or
Qualitative
findings
(You need to enter
the actual
numbers
determined by the
statistical tests or
qualitative data).
• Qualitative findings from
interviews – memos from
significant statements made; as
transcripts were read and re-
read, data coded to sort/group
data. Patterns emerged and
grouped into themes Three
themes developed from the
research which were: ……
Findings and
Recommendations
General findings
and
recommendations
of the research
FINDINGS
• Nurse compliance with
bedside report increased on
both units.
• Patient satisfaction scores
improved on all 4 statements
for M/S. For OB, the
satisfaction mean score
improved on 1 statement and
decreased slightly on 2
statements.
• The OB unit had higher
percentage compliance
(55.9%) with bedside report
preimplementation than M/S
(12.3%).
• Bedside report is effective in
improving patient satisfaction
scores
RECOMMENDATIONS
Headings are helpful; please use
FINDINGS
RECOMMENDATIONS
Check out Qualitative Research starting
on page 645 in textbook; data collection,
analysis, results begin on page 648.
Share software used if reported (i.e.
NVivo)
© 2018 Laureate Education Inc. 5
• Repeating study in other
facilities with other patient
populations
• Further research into finding
out other factors that may
affect patient satisfaction
should be completed
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?
Worth to Practice:
– Adds to the support for a
change of practice in shift
report
Strengths:
– Sample size of 300 surveyed
patients used
– Questions on survey are
specific to patient satisfaction
Limitations:
– Study completed on 2 units of
one hospital; not generalizable
Risks:
– Nurses not compliant with
using the bedside report
Feasibility:
– This study would be easily
introduced and maintained in
my practice due to the small
number of nurses on unit
To present clearly and to ensure
nothing is missed, please use the
following headings and then,
present points underneath.
© 2018 Laureate Education Inc. 6
– Adequate number of subjects
to recruit within hospital
setting
– My current practice area is
also surveyed by Press Ganey
and HCAHPS scores
Key findings
For the OB unit their patient
satisfaction scores remained high pre
and post implementation
For the Medical/Surgical unit there
was increased scores for each of the
qualitative questions pre and post
implementation
Outcomes
Since findings were significant,
implementation of future research was
suggested throughout organization.
General
Notes/Comments
LEVELS OF EVIDENCE: *These levels are from the Johns Hopkins 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
What was most important in the
findings? Look under the Outcome
section or Discussion and paraphrase
major points in own words – do not write
a book – summarize to the point!
© 2018 Laureate Education Inc. 7
Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence
• Level V
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.
• does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.
© 2018 Laureate Education Inc. 8
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.pdf
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
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