Nursing Evidence Based Practice Qualitative Appraisal

Nursing Evidence Based Practice Qualitative Appraisal Nursing Evidence Based Practice Qualitative Appraisal Please, checkout the uploaded files below, where you will find information and instructions. Thank you. elting_qualitative_jhnebp_appraisal_tool_with_rubric_spring_2020.docx nursing_students_e Nursing Evidence Based Practice Qualitative Appraisal . Johns Hopkins Nursing Evidence-Based Practice QUALITATIVE Research Evidence Appraisal Tool for Undergraduate Education BOLD YES/NO ANSWERS TO QUESTIONS 1. Each student will complete an appraisal of the same qualitative research article using a modified version of the Johns Hopkins Nursing EBP Qualitative Appraisal Tool. 2. Both the article and Appraisal Tool are found here in the Blackboard folder. 3. Read the article completely. 4. Fill in the sections of the Appraisal Tool. Rubric below. a. Use the chapters from the textbook and lecture notes to completely answer each question in the appraisal. b. Generally the questions in the appraisal follow the sections of the research article c. Two tables are at the end of the Tool to help you complete the Level and Quality Ratings. d. Ensure all sections are completed (# words required noted in Tool sections) and that all Yes/No answers are in BOLD Rubric Grading Scale Exceeds Expectations (A, A-) 90–100% 3 points Exceeds Expectations Meets Expectations (B+, B, B-) 80-89% 2.6 points Meets Expectations Partially Meets (C+, C, C-) 70-79% 2.25 points Partially Meets Does Not Meet (D, F) 0% – 69% 0-.2 points Does Not Meet Clear & accurate article information, level assessment, ‘How answers EBP Question, and Quality Appraisal Section. correct APA Mostly clear and accurate information, 1-2 APA or other errors Unclear or inaccurate information, 3-4 APA or other errors Little or no effort, more than 5 errors 0-0.2 pt 1 Johns Hopkins Nursing Evidence-Based Practice QUALITATIVE Research Evidence Appraisal Tool for Undergraduate Education BOLD YES/NO ANSWERS TO QUESTIONS Student Name Date Article Information Evidence level I II III (complete when finished with appraisal) Quality Rating A B C (complete when finished with appraisal) Article Citation APA formatted Setting (city/state/country, hospital/community/clinic, etc.) Sample (demographics and size) *EBP Team Question: What is it like for nursing students to experience poor support from clinical instructors or nurses in the clinical setting? Qualitative Research Definition (collection, analysis, and reporting of narrative data) Rich narrative data are used for uncovering themes; describes a problem or condition from the point of view of those experiencing it. Common methods are focus groups, individual interviews (unstructured or semi structured), and participation/observations. Sample sizes are small and data collection stops when data saturation is reached (when no new themes emerge). Synthesis is used in data analysis. The researcher describes, analyzes, and interprets reports, descriptions, and observations from participants. First, Determine the LEVEL of this Research (Study Design) Refer to Table 1 below. BOLD the Level at the top of the page. Second, How does this study help answer the EBP question*? Be brief – just a few bullets are fine. 2 Johns Hopkins Nursing Evidence-Based Practice QUALITATIVE Research Evidence Appraisal Tool for Undergraduate Education BOLD YES/NO ANSWERS TO QUESTIONS Third, Appraise the QUALITY of this Qualitative Research Evidence INSTRUCTIONS: FOR EVERY QUESTION ANSWER YES OR NO BY BOLDING. IN THE BOX WITH THE QUESTION WRITE A 20-30 WORD RESPONSE (as appropriate). DO NOT COPY AND PASTE. USE YOUR OWN WORDS – PARAPHRASE ANSWERS. Was the purpose of the study clear? Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Explain: Was the research question stated? Explain it: Did researchers explain why they chose a qualitative method?LIU Brooklyn Nursing Evidence Based Practice Qualitative Appraisal Worksheet Nursing Evidence Based Practice Qualitative Appraisal . Explain: Was the focus of the research (the phenomenon) clearly defined? Explain: Did researchers have knowledge or experience with the research area? Explain: Were participant characteristics adequately described? Describe them: In the data collection did they record the interviews? Explain: How did they transcribe & analyze the data? Explain the process: Were themes (common areas) identified which came from the narrative data (responses from participants)? Describe them: 3 Johns Hopkins Nursing Evidence-Based Practice QUALITATIVE Research Evidence Appraisal Tool for Undergraduate Education BOLD YES/NO ANSWERS TO QUESTIONS Are the researcher’s conclusions clearly explained? Yes No Yes No Explain: Do you find the study and its results to be trustworthy? Explain: Total Yes or No answers Based on the overall yes answers (more are better) AND referring to Table 2 below, rate the QUALITY of this research evidence as A, B, or C and explain your choice here. In EBP we only use A (high) or B (good) evidence to influence our decisions. Then BOLD the Quality Rating on the first page to COMPLETE the assignment. 4 Johns Hopkins Nursing Evidence-Based Practice QUALITATIVE Research Evidence Appraisal Tool for Undergraduate Education BOLD YES/NO ANSWERS TO QUESTIONS Table 1: Johns Hopkins Nursing Evidence-Based Practice Modified Evidence Level Guide for NUR 363 Appraisals Evidence Levels Research Studies ? ? Level I Experimental study, randomized controlled trial (RCT) Mixed method design with RCT only ? ? Level II Quasi-experimental study Mixed method design with quasi-experimental only ? ? ? Level III Nonexperimental study Mixed method design with non-experimental quantitative only Qualitative study Non-Research Sources ? Based ? ? ? ? ? Level IV Opinion of respected authorities and/or nationally recognized expert committees or panels – based on scientific evidence. Includes: o Clinical practice guidelines o Consensus panels/position statements Level V on experiential and non-research evidence which includes: Integrative reviews Literature reviews Quality improvement, program, or financial evaluation Case reports Opinion of nationally recognized expert(s) based on experiential evidence Table 2: Quality Rating Scale A/B High/Good quality: The article discusses efforts to enhance or evaluate the quality of the data and the overall inquiry in sufficient detail; and it describes the specific techniques used to enhance the quality of the inquiry. Evidence of some or all of the following is found: ? Transparency: Researcher describes how information was documented to justify decisions, how data were reviewed by others, and how themes and categories were formulated. ? Diligence: Researcher reads and rereads data to check interpretations; seeks opportunity to find multiple sources to corroborate evidence. ? Verification: Researcher uses a process of checking, confirming, and ensuring methodologic coherence. ? Self-reflection and self-scrutiny: Researcher continuously aware of how his/her experiences, background, or prejudices might shape and bias analysis and interpretations. ? Participant-driven inquiry: Participants shape the scope and breadth of questions; analysis and interpretation give voice to those who participated. ? Insightful interpretation: Researcher links data and knowledge in meaningful ways to relevant literature. C Lower-quality: studies contribute little to the overall review of findings and have few, if any, of the features listed for High/Good quality. NOTE: No commonly agreed-on principles exist for judging the quality of qualitative studies. It is a subjective process based on the extent to which study data contributes to synthesis and how much information is known about the researchers’ efforts to meet the appraisal criteria. LIU Brooklyn Nursing Evidence Based Practice Qualitative Appraisal Worksheet Nursing Evidence Based Practice Qualitative Appraisal . 5 Johns Hopkins Nursing Evidence-Based Practice QUALITATIVE Research Evidence Appraisal Tool for Undergraduate Education BOLD YES/NO ANSWERS TO QUESTIONS 6 Nursing Students’ Original article Experiences of Clinical Education: A Qualitative Study Leila Bazrafkan1 Majid Najafi Kalyani2 Nursing Students’ Experiences of Clinical Education: A Qualitative Study 1 Objective. To comprehend the experiences of nursing students in clinical education. Methods. A qualitative study using conventional content analysis was conducted. Data were collected using focus group interview with 16 nursing students from two public nursing schools of Shiraz and Fasa, Iran. The participants were selected by purposeful sampling. Data analysis accomplished according to conventional content analysis. Results. From this study five categories were emerged: Theory and practice disruption (The inability to use the lessons learned in practice, Routine-oriented work, The difference between theoretical knowledge and clinical training), Shaky communications (Inappropriate behavior, Inadequate support of nurses, instructors and other caregivers), Inadequate planning (Wasting time for students in clinical training, Inadequate preparation of instructors and students), Perceived tension (Stress, Anxiety and Fear), Personal and professional development (Learning more steadily, Paying attention to 2 Nurse, Ph.D. Assistant Professor, Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran. email: [email protected]. Nurse, Ph.D. Assistant Professor, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran. email: [email protected]. (Corresponding Author) Conflicts of interest: none. Received: March 20th, 2018. Approved: September 19th, 2018. How to cite this article: Bazrafkan l, Kalyani MN. Nursing Students’ Experiences of Clinical Education: A Qualitative Study. Invest. Educ. Enferm. 2018; 36(2):e04. DOI: 10.17533/udea.iee.v36n3a04 Vol. 36 No 3, September-December 2018 • ISSNe: 2216-0280 the spiritual dimension of care, Increasing interest in the profession, More knowledge, greater Self Confidence). Conclusion. The results of this study showed that nursing students have desirable and undesirable experiences in clinical education in the process of training, which must be addressed with proper planning for reduce the students’ problems in the clinical education of future nurses. Descriptors: clinical education; focus groups; qualitative research; students of nursing. Experiencias de la práctica clínica de los estudiantes de enfermería: un estudio cualitativo Objetivo. Comprender las experiencias de los estudiantes de enfermería en la educación clínica. Métodos. Se realizó un estudio cualitativo en el cual se utilizó el análisis de contenido. Los datos se recolectaron mediante entrevistas en grupos focales con 16 estudiantes de pregrado de dos escuelas de enfermería de carácter público de las ciudades de Shiraz y Fasa (Irán). Los participantes se seleccionaron por muestreo intencional. El análisis de datos se realizó de acuerdo con la técnica de análisis de contenido. Resultados. De este estudio surgieron cinco categorías: Interrupción entre la teoría y la práctica (diferencia entre conocimiento teórico y el entrenamiento clínico, incapacidad para usar el conocimiento teórico en la práctica, rutinas), Comunicaciones inestables (comportamientos inapropiados, apoyo deficiente de enfermeras, instructores y otros cuidadores), Planificación inadecuada (pérdida de tiempo para los estudiantes en las prácticas clínicas, preparación inadecuada de instructores y estudiantes), Tensión percibida (estrés, ansiedad y miedo), Desarrollo personal y profesional (aprendizaje más constante, atención a la dimensión espiritual del cuidado, aumento del interés por la profesión, aumento de conocimiento y mayor autoconfianza). Conclusión. Los resultados de este estudio mostraron que los estudiantes de enfermería tienen experiencias deseables e indeseables en la práctica clínica durante el proceso de formación, las Invest Educ Enferm. 2018; 36(3): e04 Nursing Students’ Experiences of Clinical Education: A Qualitative Study cuales deben ser tenidos en cuentaLIU Brooklyn Nursing Evidence Based Practice Qualitative Appraisal Worksheet Nursing Evidence Based Practice Qualitative Appraisal . con una planificación adecuada con el fin de reducir los problemas en la educación clínica de los futuros enfermeros. Descriptores: educación en enfermería; grupos focales; investigación cualitativa; estudiantes de enfermería. Experiências da prática clínica dos estudantes de enfermagem: um estudo qualitativo Objetivo. Compreender as experiências dos estudantes de enfermagem na educação clínica. Métodos. Se realizou um estudo qualitativo utilizando análise de conteúdo. Os dados foram recolhidos mediante entrevistas nos grupos focais com 16 estudantes de graduação de duas escolas de enfermagem de carácter público das cidades de Shiraz e Fasa (Irão). Os participantes foram selecionados por amostragem intencional. A análise de dados se realizou de acordo com a técnica de análise de conteúdo. Resultados. Deste estudo surgiram cinco categorias: Interrupção entre a teoria e a prática (diferença entre conhecimento teórico e o treinamento clínico, incapacidade para usar o conhecimento teórico na prática, rotinas), Comunicações instáveis (comportamentos inapropriados, apoio deficiente de enfermeiras, instrutores e outros cuidadores), Planificação inadequada (perda de tempo para os estudantes nas práticas clínicas, preparação inadequada de instrutores e estudantes), Tensão percebida (estresse, ansiedade e medo), Desenvolvimento pessoal e profissional (aprendizagem mais constante, atenção à dimensão espiritual do cuidado, aumento do interesse pela profissão, aumento de conhecimento e maior autoconfiança). Conclusão. Os resultados deste estudo mostraram que os estudantes de enfermagem tem experiências desejáveis e indesejáveis na prática clínica durante o processo de formação, os quais devem ser tidos em conta com uma planificação adequada com o fim de reduzir os problemas na educação clínica dos futuros enfermeiros. Descritores: educação em enfermagem; grupos focais; pesquisa qualitativa; estudantes de enfermagem. Invest Educ Enferm. 2018; 36(3): e04 Leila Bazrafkan • Majid Najafi Kalyani Introduction N ursing is one of the key disciplines of the health care team and play many roles in various fields.(1) Nursing education has two theoretical and clinical aspects. The clinical aspect of nursing education, due to the creation of conditions and the real environment, prepares learners for the role of care, education, rehabilitation and so on.(2) The clinical training is the mainstay of nursing education.(3,4) Nursing education faces issues in the clinical education environment, which requires special attention to the clinical environment and facilitating the context and conditions for learning the best of students’ knowledge and skills.(1) The quality of nursing care depends on the quality education in the clinical setting, and the qualitative clinical education is provided, the more successful and professional students will graduate, which can result in a healthier community.(1,5) Training includes various components such as students, instructors, resources and facilities, hospital staff, educational materials, and clinical settings. To understand the status of education, one can use the views of stakeholders and experts.(2) As stakeholders, students have a better understanding of the educational services due to their direct interaction with the clinical environment about the quality of education in the clinical setting and the problems of clinical education.(1) Clinical educational environment as the first place can be effective in choosing or rejecting nursing profession by students. Students’ experiences in this environment will lead to a better understanding of the conditions prevailing at the clinical environment and thus a better understanding of the factors affecting clinical education.(5,6) Many factors, such as the quality of instructors’ education, the quality of the monitoring of the student learning process, the educational facilities and the psychological environment affecting the clinical environment, affect education of nursing students in clinical setting.(4) Identifying the problems and challenges of clinical education and timely correction facilitate the training process and improve the quality.LIU Brooklyn Nursing Evidence Based Practice Qualitative Appraisal Worksheet ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Nursing Evidence Based Practice Qualitative Appraisal . Given the importance of clinical learning and education in nursing as well as fifteen years’ experiences of researcher in nursing education and its related challenges, and that most of the studies have only slightly evaluated the clinical teaching qualities, the researchers decided to conduct a study to get a deeper and more comprehensive view on nursing students’ perception of clinical education with a qualitative approach aimed at explaining students’ perceptions of this important phenomenon. Methods A qualitative descriptive design using a content analysis approach was used to comprehend the experiences of nursing students in clinical education. According to qualitative researchers, individuals actively participate in social Invest Educ Enferm. 2018; 36(3): e04 Nursing Students’ Experiences of Clinical Education: A Qualitative Study interactions and have different experiences. Qualitative descriptive design is an appropriate tool for obtaining rich and deep information from participants.(7) In this research, the participants (16 nursing students) were selected using purposeful sampling and were approached face-to-face, proportional to qualitative research. In this type of sampling, which is widely used in qualitative researches, the researcher is looking for those who have a rich experience in the phenomenon studied and the ability and willingness to express it clearly. Sample size criteria in this study were similar to qualitative studies to reach data saturation (by 16 nursing students), and where new data were not collected; sampling was completed.(8) Sixteen nursing students from the 5th semester in two nursing schools (Iran) who had sufficient clinical experience in the hospital and wished to express their experiences and views, were selected to participate in the study. The important characteristics of participants were willingness to sharing their experiences, having experiences in clinical learning environment and were from two genders. All participants completed the interview till the final stage of the study and no one dropped out. A relationship was established between researcher and participants prior to study commencement. The participants were explained about the goal of study, reason for doing the research and they know the researcher. Subjects were interviewed by focus group method for open and semi-structured interviews. The place of conducting interview was determined by agreement between researcher and participants (in nursing school, at the office of researcher). Interviews with nursing students were conducted by corresponding author (Majid Najafi Kalyani, Ph.D, Assistant Professor at the time of study, Male, 34 years old) and recorded by voice recorder device after getting permission of participants. In the place of conducting interview there were the researcher and participants and no one else present. The researcher had 15 years’ experiences in nursing education and 5 years in conducting qualitative research. The interview was started with a general question: How did you describe one day of your clinical education? Then, based on the obtained data, more questions were asked for further explanation, and for obtaining in-depth data. This question was tested in three pilot interviews. Each focus group interview lasted from 80 to 120 minutes. There were not repeat interviews. Data analysis was performed using content analysis approach. After handwriting the interviews, each transcribed interview was read and the text was broken up in units of meaning. In the next step, the primary codes related to each other were grouped into one group. Subsequently, each of the codes obtained was adapted to the participants’ statements. In the final step, based on similarity and content, subcategories were integrated to main categories.(7,8) Data coding and analysis were done by two researchers. For trustworthiness of data several methods were used: Prolonged engagement, a review of the …LIU Brooklyn Nursing Evidence Based Practice Qualitative Appraisal Worksheet Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10