Quantitative Research Critique Work Project

Quantitative Research Critique Work Project

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Quantitative Research Critique  Work Project

Background

This paper provides a comprehensive analysis of two quantitative research articles in the field of nursing. The critique provided in this paper is meant to establish the validity and significance of the two articles. The first research article reviewed was done by Kaupp et.al. (2019) to investigate the relevance of patient education about oncology medications.

The researchers mainly focused on presenting patients’ perspectives on the appropriateness of the education given to them by their healthcare providers. The study was influenced by a revelation that the majority of cancer patients are not satisfied with the kind of education they are offered in various healthcare institutions.

Offering education about oncology medication is essential to promote the quality-of-care services, especially in such times when cancer cases have increased significantly, (Kaupp et.al., 2019). The main objective was to explore patients’ perspectives about what is the optimal level of education for oncology medication among cancer patients.

The researchers intended to answer; Do the current patient education programs about oncology medication satisfy the needs of cancer patients? On the other hand, Singh & Masango (2020) conducted a quantitative study to investigate the role of information technology systems in nursing education.

The major problem identified in the study is that nurse students face numerous communication challenges that persist in their careers. As such, the researchers purposed to investigate the appropriateness of IT systems to improve communication among nurse students.

Technology has rapidly been developed in recent years leading to its incorporation in various sectors including nursing. Therefore, nursing education should equip nurse students with relevant IT skills that can promote their effectiveness in today’s digital society, (Singh & Masango, 2020).

IT systems do not only promote communication among nurses but also enables nurses to relay information effectively to their patients. As such, nursing education programs should instill some IT skills and competencies among nurse students. In this qualitative study, the researchers hoped to answer; How can IT systems be used to improve effectiveness and efficiency among nurse students.

The arguments presented in the two articles touch on the importance of education programs for patients as well as nurses. Similarly, the PICOT question captures the aspect of education to promote the welfare of patients. According to Kaupp et.al. (2019), cancer patients prefer being educated by their healthcare providers rather than reading various educative material.

The study conducted by Singh & Masango (2020) indicates that the effectiveness and efficiency of nurses can be improved by incorporating IT in their nurse education programs. Therefore, the information presented in both articles is not only significant to nursing but also can be used to answer the PICOT question.

Method of Study

A quantitative non-experimental, descriptive research design, was utilized in the study conducted by Singh & Masango (2020). The researchers used a non-probability convenience sampling technique to recruit participants at a private nursing education institution.

Although a total of 260 research participants were invited for the study, the researchers only included 244 participants from whom they obtained consent during the research. All participants were required to meet the inclusion criteria requirements; a minimum of 6 months’ experience in nursing programs.

Data was collected using questionnaires and later analyzed using descriptive and inferential statistical techniques such as ANOVA and Chi-square tests. On the other hand, Kaupp et.al. (2019) utilized a descriptive survey research design. The researchers recruited participants among cancer patients receiving oncology medication.

The study was based on 142 responses obtained between January and April from cancer patients receiving intravenous chemotherapy were considered in the study. To compare the different methods used in the two studies, this paper looks into the advantages and disadvantages of each.

First, and advantage of the non-experimental quantitative method used by Singh & Masango (2020) is that it allows the researchers to report about the variables without active experimentation that may lead to unethical conduct. Manipulation by researchers is minimal.

However, this method yields shallow results which in most cases are not sufficient to report accurate correlations between variables. On the other hand, the descriptive survey design used by Kaupp et.al. (2019) enables the researchers to collect a lot of information to be used in the study.

The more the information collected the higher the accuracy and generalizability of the results. However, one shortcoming of this method is that it only involves measuring the subjects or variables only once, (Queirós, Faria, & Almeida, 2017). As such, the accuracy of results and findings can barely be verified through multiple tests.

Results of Study

In the study conducted by Kaupp et.al. (2019), the majority of the research participants reported that they were not satisfied with the type of education they received from their healthcare providers. The findings were translated to represent a general population of cancer patients who rely on information and guidance provided to them by their nurses.

Based on the results obtained from this study, it was concluded that educating cancer patients about oncology medication is very important to promote their welfare, (Kaupp et.al., 2019). All stakeholders in the nursing sector should focus on extending educative services to their clients rather than referring them to use various reading materials. Communication between patients and nurses is very important, therefore, common words that both parties are familiar with should be used.

Singh & Masango (2020) found that nurse students face so many communication challenges, especially related to the use of various IT systems. The researchers identified that many IT systems have been incorporated in the nursing sector, yet the majority of nurses lack IT-related skills and knowledge that can help them improve their effectiveness and efficiency.

The problem arises from the time when nurses are students. Nursing education programs are not structured to inculcate appropriate IT skills needed to promote service delivery in nursing careers, (Singh & Masango (2020). Therefore, nurses often face the challenge of communicating directly with their clients via digital devices; they prefer issuing reading materials to their clients.

The researchers conclude that nursing education programs should incorporate IT lessons to teach relevant skills and competencies that can enable nurses to communicate effectively with their patients. The findings presented in the two articles can be used to develop appropriate evidence-based interventions that promote communication between nurses and patients.

Outcomes Comparison

The anticipated outcome of the PICOT question is that it will generate new information that can be used as evidence to formulate nursing interventions. Answering the PICOT question will determine whether or not using common words can empower patients to improve their health status.

However, patients cannot improve their health status without being guided by their nurses, (Hagan, et.al., 2018). In conclusion, the outcomes of the two studies reviewed in this paper indicate that patient-centered education programs can promote effective communication between nurses and their patients.

The critical appraisal conducted has established that the two articles can be used to answer the PICOT question. Also, the articles serve as evidence that can be used to formulate appropriate nursing intervention measures. Both articles meet ethical standards of research, therefore, their validity, credibility, and generalizability are guaranteed.

References

Hagan, T. L., Xu, J., Lopez, R. P., & Bressler, T. (2018). Nursing’s role in leading palliative care: A call to action. https://doi.org/10.1016/j.nedt.2017.11.037

Kaupp, K., Scott, S., Minard, L. V., & Lambourne, T. (2019). Optimizing patient education of oncology medications: A quantitative analysis of the patient perspective. Journal of Oncology Pharmacy Practice, 25(6), 1445-1455. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/1078155219843675

Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies. DOI: 10.5281/zenodo.887089

Singh, F., & Masango, T. (2020). Information technology in nursing education: perspectives of student nurses. The Open Nursing Journal, 14(1). Retrieved from https://benthamopen.com/contents/pdf/TONURSxJ/TONURSJ-14-18.pdf

Quantitative Research Critique Work Project

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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