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

© 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