Evaluation of Printed Health Education Materials Questions

PLEASE USE the ATTACHED TEMPLATE to appraise the ATTACHED ARTICLE.

Direct quoted material from the article may be used to help explain answers and identify components (must include article page number).

Please address all questions – BRIEFLY with simple items, phrases, or (if required) a sentence or two.

If a yes/no question – please answer as appropriate – if not applicable, please state – not applicable.

List references ONLY IF other than the article being reviewed

Helpful strategy – first view the critique template – to have an idea of what items to keep in mind when reading the article.

Quantitative Study Critique- 75 points possible

The purpose of this assignment is to develop skills in reviewing and appraising research articles.  Specific details are considered to determine quality, utility, and evidence.

Review Chapter 4 in:

Polit, D. F., & Beck, C. T. (2018).  Essentials of nursing research: Appraising evidence for nursing practice (9^th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

ORDER NOW FOR AN ORIGINAL PAPER!!! Evaluation of Printed Health Education Materials Questions

 PLEASE USE THIS TEMPLATE for the assignment – save with your last name and submit in Canvas.

Direct quoted material from the article may be used to help explain answers and identify components (must include article page number).

Please address all questions – briefly with simple items, phrases, or (if required) a sentence or two.

If a yes/no question – please answer as appropriate – if not applicable, please state – not applicable.

List references ONLY IF other than the article being reviewed or the course text.

Helpful strategy – first view the critique template – to have an idea of what items to keep in mind when reading the article.

1. APA citation (2 points possible)

• Provide the reference (authors, year, title, volume, issue, pages, doi) in correct APA format: (use italics where appropriate, etc.) — (2 pt.)

2. Introduction: Problem and Purpose (3 points possible)

• Is the problem clear, precise and well defined? Briefly identify. literature review/ (1 pt.)
• Is a good argument made for the importance of the problem to clinical practice, research, theory, or knowledge and policy development? Briefly explain. (2 pts). Evaluation of Printed Health Education Materials Questions

3.Introduction: Background/ Literature Review (5 pts possible)

• How many articles in the background /literature review are within and after five years of the article’s publication date? (Often in published studies, the literature review is not a separate section titled Literature Review, but a literature review is included in the Introduction or Background )(1 pt)
• What is the publication date range of the background/literature review articles? (1 pt.)
• From what type of sources (studies, relevant organizations, media)? (1 pt.)
• Are the current gaps in knowledge clearly presented? Briefly explain? (note: typically related to the purpose for the study) (2 pt.

4. Introduction: Conceptual/theoretical framework Research Questions or Hypotheses (5 points possible)

• Is a Research Question or PICO Question presented? If yes, please include here: (1 pt.)
• Is a Hypothesis presented? If yes, please include here: (1 pt.)
• Is a Theoretical or Conceptual Framework presented? If yes, please include here: (1 pt.)
• What is the Main overall topic (in a broad sense) – i.e. childhood obesity, surgical site infections, medical error? (2 pt.)

5. Method: Protection of Human Rights (8 pts possible l)

• Was the study approved by an IRB? (1 pt.)
• What appropriate procedures were used to safeguard the rights of all study participants? (3 pts)
• Were any vulnerable populations used in the study? If yes, who? (2 pt.)
• What risks may subjects be exposed to while participating in the study? (2 pt.)

6. Method: Research Design (11 pts possible)

• What was the type of quantitative research design used? (i.e. RCT, cross sectional, retrospective analysis, cohort study?) (3 pts)
• Is there an Independent Variable(s) (Intervention)? If yes, Identify here: (3 pt.)
• Is there a Dependent Variable(s) (outcome)? If yes, Identify here: (3 pt.)
• Is there a control group (experimental design)? If yes, Identify here: (1 pt.)
• Is there a comparison group (non-experimental design)? If yes, Identify here: (1 pt.)

7. Method: Population and Sample (11 pts possible)

• Who or what (if the sample includes material items) is identified as the target population/item? (2 pts)
• How were the samples chosen (sampling method: i.e. randomly, convenience sampling, etc..)? (3 pts)
• How large was the sample? (1 pt.)
• What were the sample inclusion criteria and exclusion criteria? (2 pt.)
• Did any of the participants drop out (attrition)? If yes, was it explained why (please share)? (1 pt.)

8. Method: Data collection and Measure (11 pts possible)

• How were data collected? (3 pts)

• What instruments or tools were used to collect data? (Did the researchers use already designed tools/instruments/questionnaires/ lab or x-ray results OR design and build their own?) Identify instruments by full title (not abbreviations). (3 pts)

• Were the instruments reliable and valid? (Review your text for how instrument reliability and validity are established.)  Provide evidence for your response. (2 pts)
• Were the data collected in a way that decreased bias? Explain. For eample, was the staff collecting data appropriately trained, or inter-rater reliability addressed? (3 pts). Evaluation of Printed Health Education Materials Questions

9. Results: Data Analysis (4 pts possible)

• Was a statistician or statistical software program (SPSS, SAS?) used for data analysis? (1 pt.)
• Were these methods used appropriate for the study? Briefly explain how? (consider the aim of the study: to describe, compare/difference, or explore relationship/correlation)  (3 pts)

10. Discussion: Interpretation of the Findings (6 pts possible)

• What were the major findings presented? Briefly Discuss. (3 pts)
• Were tables and figures used? (1 pts)
• Were all research questions/hypotheses discussed? (2 pts)

11. Discussion: Limitations (4 pts possible)

• Did the researchers discuss the limitations and strengths of the study? Briefly What were they?  (3 pts)
• Were there other limitations that you recognized? (1 pts)

12. Discussion: Implications/Recommendations (5 pts possible

• Do the conclusions accurately reflect the data? Briefly explain. (2 pts/)
• Are the implications for practice clearly presented? Briefly Explain (1 pts)
• Are suggestions for future research clearly presented? Briefly Explain (1 pts)
• How do you see this research useful in HC? (1 pts)

List references ONLY IF other than the article being reviewed or the course text.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.