QSEN



QSEN

Critiquing Nursing Research Articles: Safety Research

Submitter Information

Name: Zane Robinson Wolf

Title: Dean and Professor

Credentials: PhD, RN, FAAN

Diane M. Breckenridge

Credentials: PhD, RN

Title: Associate Professor

Organization: Nursing Programs, La Salle University School of Nursing and Health Sciences

Address 1900 West Olney Avenue

City: Philadelphia

State: PA

Zip: 19141

Teaching Strategy

Competency Domain:

• Evidence-Based

• Safety

• Informatics

Learner Level:

• Pre-Licensure BSN

• RN-BSN

Learner Setting:

• Classroom

Strategy type:

• Test/evaluation/assessment strategies

Learning Objectives:

• Critique selected nursing research studies.

o Prior to taking the critique test, complete in-class critiques of three published nursing research studies using guidelines.

o Complete a graded test, a critique of one published research study using guidelines.

• Apply qualitative or quantitative critique guidelines to research study addressing patient safety.

• Compare study to published research after consulting several databases, including Cochran, CINAHL, and Medline.

• Describe two strengths of the study.

• Describe two weaknesses of the study.

• Discuss application of study results to a clinical setting.

Strategy Overview:

In this research assignment, students prepare to take a critique test scheduled during the latter part of an undergraduate nursing research course. Earlier in the course schedule, students complete in-class critiques of three research studies, including qualitative and quantitative examples. Students will receive the article before the test, so that they are able to prepare for the test and complete the learning objectives. They bring the article and their notes to the test. The articles represent current research on patient safety topics that faculty select such as:

• Chiang, H-Y., & Pepper, G. A. (2006). Barriers to nurses’ reporting of medication administration errors in Taiwan, Journal of Nursing Scholarship, 38(4), 393-399. (A sample test has been constructed based on this study).

• Ebright, P. R., Urden, L., Patterson, E., & Chalko, B. (2004). Themes surrounding novice nurse near-miss and adverse-event situations. JONA, 34, 531-538.

• Eisenhauer, L. A., Hurley, A. C., & Dolan, N. (2007). Nurses’ reported thinking during medication administration. Journal of Nursing Scholarship, 39(1), 82-87.

• Wolf, Z. R., Hicks, R., & Serembus, J. F. (2006). Characteristics of medication errors made by students during the administration phase: A descriptive study. Journal of Professional Nursing, 22(1), 39-51.

• Dennison, R. B. (2007). A medication safety education program to reduce the risk of harm caused by medication errors. Journal of Continuing education in Nursing, 38(4), 176-184.

• Meurier, C. E., Vincent, C. A., & Parmar, D. G. (1997). Learning from errors in nursing practice. Journal of Advanced Nursing, 26, 111-119.

Faculty distribute the study to be critiqued and the content domains of the test map at least two weeks before the scheduled critique exam.

Evaluation Description:

|Test Map/Content Domain |Number of Application Items |

|Quantitative Study |

|Main concepts/constructs of study |1 Multiple choice question |

|Independent versus dependent variable |1 Multiple choice question |

|Quality of literature review |1 Multiple choice question |

|Theoretical/conceptual framework |1 Multiple choice question |

|Design |1 Multiple choice question |

|Setting characteristics |1 Multiple choice question |

|Sampling approach |1 Multiple choice question |

|Sample criteria, inclusion and exclusion |1 Multiple choice question |

|Part or section of research report |1 Multiple choice question |

|Human subjects consent procedure |1 Multiple choice question |

|Instrument characteristics |1 Multiple choice question |

|Instrument reliability or validity |1 Multiple choice question |

|Data levels or scales |1 Multiple choice question |

|Data quality |1 Multiple choice question |

|Procedures for data collection |1 Multiple choice question |

|Identification of hypothesis(ses) tested |1 Multiple choice question |

|Statistical testing of hypothesis(ses) |1 Multiple choice question |

|Interpretation descriptive statistical tests |1 Multiple choice question |

|Type of hypothesis |1 Multiple choice question |

|Interpretation inferential statistical tests |1 Multiple choice question |

|Strengths of study | 1 Essay question |

|Weaknesses of study (2) |1 Essay question |

|Application of findings to clinical settings |1 Essay question |

|Comparison of study to related literature using Cochran, CINAHL, and Medline databases |1 Essay question |

|Qualitative Study |

|Phenomenon/basic social process/culture, etc. of study |1 Multiple choice question |

|Quality of literature review |1 Multiple choice question |

|Framework |1 Multiple choice question |

|Research tradition |1 Multiple choice question |

|Design |1 Multiple choice question |

|Sources of data |1 Multiple choice question |

|Methodologist |1 Multiple choice question |

|Setting characteristics |1 Multiple choice question |

|Sampling approach |1 Multiple choice question |

|Sample criteria, inclusion and exclusion |1 Multiple choice question |

|Human subjects consent procedure |1 Multiple choice question |

|Part or section of research report |1 Multiple choice question |

|Data sources |1 Multiple choice question |

|Procedures for data collection |1 Multiple choice question |

|Data analysis approach |1 Multiple choice question |

|Rigor methods |1 Multiple choice question |

|Data quality |1 Multiple choice question |

|Presentation of findings (narrative, tables, and/or figures) |1 Multiple choice question |

|Conclusions |1 Multiple choice question |

|Implications |1 Multiple choice question |

|Strengths of study | 1 Essay question |

|Weaknesses of study (2) |1 Essay question |

|Application of findings to clinical settings |1 Essay question |

|Comparison of study to related literature using Cochran, CINAHL, and Medline databases |1 Essay question |

|Total number of items (24): Multiple choice and essay questions |

La Salle University

School of Nursing and Health Sciences

Undergraduate Nursing Program

Critique Examination Example

Chiang, H-Y., & Pepper, G. A. (2006). Barriers to nurses’ reporting of medication administration errors in Taiwan. Journal of Nursing Scholarship, 38(4), 392-399.

Multiple choice questions scored at 4 points each

1. Identify the main construct or variable in the Chiang & Pepper study:

1. Peer relations

2. Power hierarchy

3. Work environment factors

4. Perceptions of reporting barriers

2. Which of the following exclusion criterion eliminated nurse subjects from the study:

A. Nurse manager

B. Community nurse

C. Experienced nurse

D. Unemployed nurse

3. Which type of hypothesis is tested in Table 2 of Chiang & Pepper’s study?

A. statistical

B. complex

C. research

D. simple

4. Identify the design(s) used in the Chiang & Pepper’s study.

1. cross-sectional

2. correlational or ex post facto

3. quasi experimental

4. experimental

A. 1 and 3

B. 2 and 4

C. 1 and 2

D. 1, 2, and 4

5. The section of the study describing the Reason Why MAEs Are Not Reported described an instrument that could be described as:

A. Reliable and valid

B. Valid and formatted

C. Open ended and summed

D. Theoretical and close ended

6. Identify the setting from which the sample was obtained:

A. Long term care facility

B. Short procedure unit

C. Medical center

D. Health care unit

7. In which specific section of the Chiang & Pepper’s study is found the instruments to measure the main study variables:

A. Method

B. Analysis

C. Purposes

D. Measures

8. In addition to the main study construct, identify the following main constructs in the literature review that frame the study:

A. Cultural factors and work environment

B. Healthcare systems and errors

C. Power hierarchy and attitude

D. Fear and authority

9. The demographic characteristics of respondents (N = 597) include the following levels or scales of data:

A. Nominal and interval

B. Nominal and ordinal

C. Ordinal and interval

D. Ordinal and ratio

10. How many items are included in the Reason Why MAEs Are Not Reported instrument?

A. 15

B. 16

C. 20

D. 24

11. Identify the sampling approach of Chiang & Pepper’s study:

A. Cohort

B. Purposive

C. Total design

D. Convenience

12. Select the human subjects’ consideration strategy used in the Barriers to nurses’ reporting of medication administration errors study:

A. Human subjects committee approval

B. Protection of confidentiality

C. Written consent to participate

D. Verbal consent to participate

13. Why were some respondents’ questionnaires excluded from data analysis?

A. Nonresponders refusal

B. Instrument translation problems

C. Lack of response on selected items

D. Missing values on questionnaire items

14. What was the dependent variable for the correlation coefficients calculated in Chiang & Pepper’s study?

A. Reporting process

B. Power hierarchy

C. Barriers

D. Fear

15. Nurses were compared on perceived barriers to reporting by MAE reporting rate group (overreporting/underreporting group versus accurate reporting of Medication Administration Error [MAE] group). Identify the statistical test that tested the hypothesis?

A. T-test

B. Percent

C. Regression

D. Correlation

16. How many association testing hypotheses were supported at statistically significant levels (p ................
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