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Presenting the Findings CHAPTER OVERVIEW Chapter 17 describes the final sections of a research report, in which data are presented, i nterpreted, and discussed and results are generalized. The Results section focuses on the findings of the study and sets the stage for the discussion of the results that follows. In a quantitative study, this is where each hypothesis is presented in terms of statistical calculations and their consequent support or nonsupport of the hypothesis. An important point the chapter makes, and one about which students often have misconceptions, is that hypotheses are never proved and that “researchers and reviewers should accept statistical significance with prudence.” Another misconception that is addressed concerns the merit or contribution of studies that are not supported; the research may still help to further understanding of concepts and theory. The Discussion section of the research report involves the interpretation of study findings, including a critical evaluation of the limitations and strengths of the study variable, problem statement, theoretical framework, design, sample, data-collection procedures, and data analysis. In addition, this section includes generalizations, conclusions, and recommendations for future research. In a critique of the Results and Discussion sections, consumers are advised as to what they should look for in the presentation of statistical information, statements of support or nonsupport of hypotheses, auxiliary data, interpretations of the data, study limitations and conclusions, recommendations for further research, generalizability, and implications of the findings for practice and research. CHAPTER 17 Presenting the Findings LEARNING OUTCOMES After reading this chapter, the student should be able to do the following: Discuss the difference between the Results section of a study and the Discussion of the Results section. Identify the format of the Results section. Determine whether both statistically supported and statistically unsupported findings are discussed. Determine whether the results are objectively reported. Describe how tables and figures are used in a research report. List the criteria of a meaningful table. Identify the format and components of the Discussion of the Results section. Determine the purpose of the Discussion section. Discuss the importance of including generalizations and limitations of a study in the report. Determine the purpose of including recommendations in the study report.
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TEACHING STRATEGIES The fi nal section of the research report gives the investigator an opportunity to present, interpret, and discuss research fi ndings in light of the theoretical framework, hypotheses, methodology, and data analyses. Research consumers are responsible for evaluating the completeness of this section as it pertains to the clear presentation of data analysis procedures and fi ndings, the interpretation of supported and unsupported hypotheses, the limitations and generalizations of the study, and recommendations for future research. Teaching strategies are included that address these evaluative areas. 1. Critical Thinking Challenges The following questions are designed to review and encourage critical thought about this chapter’s content: RECALL AND UNDERSTANDING Whether or not they are identifi ed by subheadings in a research report, what types of information would you expect the author to present in a discussion of the fi ndings of a study? What are the characteristics of a well-written Results section? Discussion section? Recommendations section? What criteria would you use to decide whether a table in a research report provides meaningful information? ANALYSIS AND SYNTHESIS Based on your knowledge of research design, sampling theory, validity and reliability, and data analysis, what do you consider to be common limitations of quantitative studies? How should each limitation be addressed when identifying recommendations for future research? 2. Applying Concepts and Principles: Results and Discussion Learning to critique the results and discussion of fi ndings of a research report can be facilitated by the use of examples from the literature. Select one or more studies that are already familiar to your students; then walk them through a critique of the analysis of fi ndings (see Critique Criteria in Chapter 17). Besides getting a total picture of studies already reviewed in relation to the development and statement of hypotheses, methodology and data analyses, choices, and other aspects of the research process, students are prepared for the critique of the quantitative research report that follows (see Chapter 19 of the course material). Suggested studies include the following: McAiney, C. A., Haughton, D., Jennings, J., Farr, D., Hillier, L., & Morden, P. (2008). A unique practice model for nurse practitioners in long-term care homes. Journal of Advanced Nursing, 62(5), 562–571. Fredericks, S., Sidani, S. & Shugurensky, D. (2008). The effect of anxiety on learning outcomes post-CABG. Canadian Journal of Nursing Research, 40(1), 126–140. Kipp, W. & Nkosi, T. M. (2008). Factors associated with the self-reported health status of female caregivers of AIDS patients. Western Journal of Nursing Research, 30(1), 20–33. Alternative reasons for the fi ndings, generalizations, and recommendations can be offered for any of the studies critiqued in this teaching strategy. The following questions can facilitate discussion: What explanations were given for support and nonsupport of fi ndings? What alternative explanations could there be? To what situation or population were the fi ndings generalized? What other generalizations were possible? What recommendations were offered for future research? CHAPTER 17 Presenting the Findings What other recommendations would you s uggest? What limitations were stated in the report? How could the study have been redesigned to reduce or avoid these limitations? 3. Providing Experiential Learning Activities A. Communicating Study Findings This learning activity gives students experience in writing the results and discussion sections of a research study so that they have a better understanding of the process of critical appraisal. Student objectives for the learning activity: Write an objective presentation of study results based on the information in Chapter 17. Discuss the results in relation to the theoretical framework, hypothesis, and methodology. Describe the study’s clinical relevance. State generalizations, if appropriate. State recommendations for future research. Directions for implementation. Students should read Chapter 17 of the textbook before writing a paper that meets all the learning activity objectives. The paper should include both a description and a discussion of fi ndings, as well as implications for future research, and should be written as if the student were the author of this manuscript. Papers should be approximately two to fi ve typewritten pages and should be submitted for review and comments. Instructor grading is optional. Guidelines for discussion. The discussion that follows the submission (or return) of the paper should focus on the contextual aspects of the paper and not the stylistic considerations. Questions related to appropriate aspects of the critique in the critiquing criteria in Chapter 17 (p. 392– 393) can be addressed, and information presented in the textbook can be used to supplement the discussion. Likewise, instructor feedback should emphasize the contextual aspects of the paper. B. Organizing Data: Tables and Figures The purpose of this learning activity is to increase students’ facility with reading and interpreting information presented in tables and fi gures. By having to construct such organizers, it is expected that students will gain a better understanding of their use and meaning. Also, this activity reinforces earlier learning about theoretical frameworks (see Chapter 2). Student objectives for the learning activity: Develop a table, based on specifi c data that summarize the descriptive and inferential statistics of a selected report. Develop a fi gure that summarizes the theoretical framework of a selected report. Evaluate the usefulness of tables and fi gures as organizers. Directions for implementation. Based on information presented in Box 17-1, (textbook p. 387) have students develop a table of data that summarizes the appropriate descriptive and inferential statistics of this report. In addition, students should develop a fi gure that summarizes the theoretical framework of this report. A review of Chapters 5, 10, and 11 is recommended before developing the table and fi gure. The table and fi gure can be submitted for instructor review and commentary (grading is optional) or can be used primarily as a basis for class discussion. Guidelines for discussion. The discussion of data organizers can include how the table and fi gure were created and the acceptable variations in table and fi gure presentations. Although students’ tables and fi gures may appear in various forms, they may all be appropriate representations of the data they describe. The third objective of this learning activity should be addressed by having students share their evaluations about the usefulness of tables and fi gures in the context of a research report.
Critiquing Qualitative Research CHAPTER OVERVIEW Chapter 18 focuses on how to evaluate the scientific merit and significance of qualitative research, including stylistic considerations in presenting a qualitative research report. Criteria are provided for this evaluation, including statements of the phenomenon of interest, purpose, method, sampling, data collection, data analysis, findings, conclusions, implications, and recommendations. Dataanalysis criteria further include credibility, auditability, and fittingness. Similarities and differences in evaluating quantitative versus qualitative research reports are highlighted. An important point stressed in this chapter is that the purpose of qualitative research is to describe, understand, or explain phenomena or cultures. Therefore the findings of all qualitative research studies are context-bound and cannot be generalized to other samples or settings. To use qualitative research findings in practice, validation of the findings must take place. The chapter ends with a step-by-step critical examination of a published qualitative research study. LEARNING OUTCOMES After reading this chapter, the student should be able to do the following: Identify the influence of stylistic considerations on the presentation of a qualitative research report. Identify the criteria for critiquing a qualitative research report. Evaluate the strengths and weaknesses of a qualitative research report. Describe the applicability of the findings of a qualitative research report. Construct a critique of a qualitative research report.
CHAPTER 18 Critiquing Qualitative Research TEACHING STRATEGIES 1. Critical Thinking Challenges The following questions can facilitate student comprehension and critical thinking about Chapter 18 content: RECALL AND UNDERSTANDING What is the purpose of critiquing a qualitative research report? What are the stylistic considerations of the presentation of a qualitative research report? Must the fi ndings of qualitative research be validated before being applied in clinical practice? ANALYSIS AND SYNTHESIS What modifi cations can strengthen the research reported by Buijs, Ross-Kerr, Cousins, and Wilson (provided in Chapter 18 in the textbook)? How can data from the study by Buijs, RossKerr, Cousins, and Wilson be used to guide nursing practice? What modifi cations can strengthen the research reported by Leipert and Reutter (provided in Chapter 18 in the textbook)? How can data from the study by Leipert and Reutter be used to guide nursing practice? 2. Providing Experiential Learning Activities a. Critiquing a Complete Qualitative Research Report The critique of a qualitative research study requires that students draw upon related materials learned thus far. Because this means of generating nursing knowledge is generally less concrete and requires a different approach from more commonly published quantitative research, this critique i nitially may be intimidating to students. Also, the criteria must be viewed within the c ontext of the design used (e.g., ethnography, phenomenology). Student objectives for the learning activity: Prepare a written critique of all aspects of a selected qualitative research report, including ethical parameters, statement of the phenomenon of interest, purpose, method, sampling, data collection, data analysis (credibility, auditability, fi ttingness), fi ndings, conclusions, implications, and recommendations, using the criteria described in Chapter 18 of the textbook. Identify the pragmatic constraints of the described research. Identify the implications of the fi ndings for nursing practice and research. Directions for implementation. To implement this exercise, select a qualitative research report that has not been critiqued previously in class. Here are some suggestions: Buchholz, S. E. (2000). Experiences of lesbian couples during childbirth. Nursing Outlook, 48, 307–311. Elliot, J., Berman, H., & Kim, S. (2002). A critical ethnography of Korean-Canadian women’s experience with menopause. Health for Women International, 23, 377–388. Holmes, D., O’Byrne, P., & Gastaldo, D. (2007). Setting the space for sex: Architecture, desire and health issues in gay bathhouses. International Journal of Nursing Studies, 44(2), 273–284. Pilkington, F. B., & Kilpatrick, D. (2008). The lived experience of suffering: A Parse research method study. Nursing Science Quarterly, 21(3), 228–237. Schultz, A., Bottorff, J., & Johnson, J. (2006). An ethnographic study of tobacco control in hospital settings. Tobacco Control, 15, 317–322.
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Assign the selected report for a written critique. Students can perform this activity individually or in pairs; however, if the assignment is carried out by two students, they should be encouraged to work together on each phase of the critique rather than critique segments individually. To do the latter would not provide a comprehensive understanding of the research process and report. This critique should be assigned several weeks before the due date because time is required to prepare a thoughtful, inclusive paper. Because of the nature and scope of this paper, your thoughtful, extensive evaluation is also i mportant to students’ learning. You may want to consider developing criteria for grading based on the critiquing criteria detailed in the textbook (see Box 18-1 or 18-2, pp. 402, 403). Students should be reminded to refer to these criteria as well. If this assignment is used as a culminating paper for an undergraduate research course, you may want to give it greater weight than you give to any or all others.
Critiquing Quantitative Research CHAPTER OVERVIEW Chapter 19 uses the information introduced in previous chapters as a basis for judging the merit of a research report. Two specific reports are critiqued, employing an abbreviated set of questions that encapsulate more detailed criteria provided elsewhere in the textbook. In addition to the questions, the chapter that is the source of each major content section is identified. This is particularly helpful as a reference point for students. The two reports are presented in their entirety, followed by an extensive critique based on adherence to the scientific approach and the realistic constraints inherent in the conduct of research. Also presented is application to clinical practice. By reading the study without comments, separate from the critique, students can evaluate the report independently before reading the commentary of the chapter authors. LEARNING OUTCOMES After reading this chapter, the student should be able to do the following: Identify the purpose of the critiquing process. Describe the criteria of each step of the critiquing process. Evaluate the strengths and weaknesses of a research report. Discuss the implications of the findings of a research report for nursing practice. Construct a critique of a research report.
CHAPTER 19 Critiquing Quantitative Research TEACHING STRATEGIES Th e teaching strategies that introduces students to the critical appraisal aspects of the research consumer role focus on how to critique and strengthen a quantitative research report. Discussion questions are designed to develop a greater awareness and understanding of the weaknesses and strengths of a research study and to prepare students for the learning activity that follows. 1. Critical Thinking Challenges Th e following questions can facilitate student comprehension and critical thinking about this chapter’s content: RECALL AND UNDERSTANDING What are the stylistic considerations of the presentation of a quantitative research report? What are the steps of the research process that should be critiqued for a quantitative research report? What is the purpose of critiquing a quantitative research report? ANALYSIS AND SYNTHESIS How does the critical evaluation of research directly aff ect nursing practice? What modifi cations can strengthen the research reports presented in Chapter 19? Examples of questions to ask are the following: What would you include in this report to clarify sample descriptions and demographics and sampling procedures? How would you change the methodology to preclude or at least minimize the possibility of a Hawthorne effect? How would you address the study limitations so as to avoid them in future research on this problem? 2. Providing Experiential Learning Activities a. Critiquing a Complete Research Report Th is fi nal critique requires students to draw on all the information learned thus far. Th e entire research process must be considered during the critical appraisal of a selected research report. In addition, this activity facilitates the application of prior learning to a new situation. Student objectives for the learning activity: • Prepare a written critique of all aspects of a selected research report, including legal and ethical parameters, the problem statement, literature review, theoretical rationale, hypotheses, design, data-collection methods and measurement instruments, sampling composition and procedures, data analysis, fi ndings, conclusions, and recommendations, using the criteria stated below for each step of the critique process. The pragmatic constraints of the described research Implications of the findings for nursing practice Directions for implementation. To implement this exercise, select a research report that has not previously been critiqued in any part by the class. Suggestions include the following: Ducharme, F., Lebel, P., Lachance, L., & Trudeau, D. (2006). Implementation and effects of an individual stress management intervention for family caregivers of an elderly relative living at home: A mixed research design. Research in Nursing & Health, 29, 42–441.
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Forbes, A. A., Jansen, S. L., Markle-Reid, M., Hawranik, P., Morgan, D., Henderson, S., et al. (2008). Gender differences in use and availability of home and community-based services for people with dementia. Canadian Journal of Nursing Research, 40(1), 38–59. Low, G., Molzahn, A. E., & Kalfoss, M. (2008). Quality of life of older adults in Canada and Norway: Examining the Iowa Model. Western Journal of Nursing Research, 30(4), 458–476. Assign the selected report for a written critique. Students can perform this activity individually or in pairs. If, however, two students carry out the assignment, they should be encouraged to work together on each phase of the critique rather than critique segments individually. To do the latter would not provide an overall understanding of the research process and report. Th is critique should be assigned several weeks before the due date, because time is required to prepare a thoughtful, inclusive paper. Because of the nature and scope of this paper, your thoughtful, comprehensive evaluation also is important to students’ learning. You may want to consider developing criteria for grading based on the critiquing criteria detailed in text. Students should be reminded to refer to these criteria as well. As an alternative, you may want to have students use the abbreviated set of questions in Chapter 19 of the textbook rather than the extensive criteria presented in each chapter. If this assignment is used as a culminating paper for an undergraduate research course, you may want to give it greater weight than you would give to any or all others. If the paper is required earlier in the course, it can be used as a basis for follow-up detailed discussion of critiquing and the students’ consumer role. b. Critiquing a Complete Research Report Using Criteria That Focus on Research Utilization If the thrust of the nursing research course is research utilization or evidence-informed practice, the fi nal critique can be completed using the fi nal section of the Research Evaluation Checklist ( Figure 19-1) below as a guide. Th ere are 37 criteria that can be equally weighted, and the directions to students are self-explanatory. CHAPTER 19 Critiquing Quantitative Research FIGURE 19-1. Research Evaluation checklist
Developing an Evidence-Informed Practice CHAPTER OVERVIEW Chapter 20 presents an overview of evidence-informed practice (EIP) and research utilization, initially clarifying the differences in meaning among EIP, research-based practice, research utilization, and the conduct of research. According to the author, EIP “… not only encompasses research utilization but also includes use of case reports and expert opinion in deciding the practices to be used in health care” (p. 482). Additionally in this chapter, the author describes the steps of EIP and indicates directions of EIP for the future. Figure 20-1 in the textbook (p. 481) provides schemata of the relationships among the conduct, dissemination, and use of research. Several EIP models are presented: The Iowa Model of EvidenceBased Practice, the Ottawa Model of Research Use (OMRU), and Kitsen, Harvey, and McCormack's (1998) conceptualization of research dissemination. The authors subsequently describe each of the following steps of EIP: Selection of a topic Forming a team Literature retrieval, schemas for grading the evidence Critique of evidence-informed practice guidelines Critique of research; synthesis of research findings Setting forth practice-based recommendations Decision to change practice Development of EIP Implementation of the practice change Evaluation of the practice change
Essential to the critique of EIP guidelines is the use of a rating system. Several of these are presented in Table 20-3 of the textbook (see pp. 492–493). Next, the authors emphasize the importance of creating an organizational culture to support. The essential ingredients of such a culture are (1) access to information; (2) human resources; and (3) a supportive organizational climate. LEARNING OUTCOMES After reading this chapter, the student should be able to do the following: Differentiate among the conduct of nursing research, research utilization, and evidence-informed practice (EIP). Describe the steps of evidence-informed practice. Identify three barriers to evidence-informed practice and strategies to address each barrier. List three sources for finding evidence. Describe strategies for implementing evidence-informed practice changes. Identify steps for evaluating an evidence-informed change in practice. Use research findings and other forms of evidence to improve the quality of care. CHAPTER 20 Developing an Evidence-Informed Practice 107
TEACHING STRATEGIES The ultimate goal of the textbook and the additional supplementary materials are to facilitate the learning of the research consumer’s role as an integral part of nursing practice. The development of intellectual curiosity, openness to divergent views, and ability to critically analyze complex problems, issues, and situations are characteristics essential to this role. The following teaching strategies are geared to the continued development of these characteristics in the nursing student. 1. Critical Thinking Challenges The following questions can facilitate student comprehension of the content in this chapter and promote critical thinking skills: RECALL AND UNDERSTANDING What is the ultimate goal of research utilization? Evidence-informed practice? Can you describe the research utilization and EIP models presented in Chapter 20 of the text? What are the criteria to consider in selecting a topic for an EIP project? What are three current rating systems in use to evaluate practice guidelines and protocols? What strategies/actions may be effective in creating a culture that fosters EIP? ANALYSIS AND SYNTHESIS What are the consequences of using nursing interventions that are not based on evidence? Compare and contrast two EIP models presented in the text. Which model do you believe is most helpful, practical, and comprehensive? Why? What strategies can you as a student develop to promote EIP? How to Find EIP Best Sources There has been an incredible proliferation of knowledge and technological access avenues to this knowledge since the previous edition of this research textbook and instructor’s manual was written. Chapter 20 of the textbook lists many Web sites where students can access eration of knowledge and technological access avenues to this knoWeb site has over 30 best practice guidelines for a variety of clinical problems. It would also be helpful to consult with the research librarian at your academic institution or at a collaborating health science centre to give a talk on how to fi nd the best evidence on a clinical problem or topic. If your librarian is not experienced in this area, there are experts in the fi eld of library science who are available for workshops of this type. Under any circumstances, however, students need this type of initial support to be able to complete a comprehensive literature review on a practice problem. Role Playing One of the most diffi cult aspects of research utilization or EIP for new graduate nurses is probably convincing colleagues of the need for a change in practice. Students rarely have the opportunity for such an experience during their education. Role playing is a strategy that can be used to simulate interpersonal experiences that the student may encounter in practice. McKeachie (1969), although dated, still provides one of the best sources for using role- playing activities in the classroom. Student objectives for the learning activity: Give students practice in using what they have learned. Illustrate principles from the course content. Develop insight into human relations problems. Provide a concrete basis for discussion. Maintain and arouse interest. Provide a channel in which feelings can be expressed under the guise of make-believe. In using role-playing strategies, you should begin by presenting a structured problem situation to the student group. (For an example of a situation related to research utilization, see Figure 20-1 at the end of this chapter.) After describing the situation and explaining the required roles and objectives of the role-playing activity, ask for volunteers to fi ll each role. To expose students to different perspectives and approaches to the problem, you may consider asking students to switch roles or having different participants fi ll the same roles. Subsequent discussion should focus on general reactions to the situation under consideration rather than on participants’ specifi c responses. Another approach may be to ask the participants to discuss their reaction to the role-playing experience before encouraging class discussion. Attempt to keep the students focused on the objective of the role-playing situation (see Figure 20-1 at the end of this chapter). Please keep in mind that this strategy is best used after students have been exposed to theories of change and have had upper-level clinical experience. It is particularly well suited for use with registered nurses. 4. Providing Experiential Learning Activities a. Evaluating a Research Base for Application to Practice The purpose of this exercise is to provide initial practice in assessing the readiness of a research base on a specifi c clinical problem for its application to practice. Student objectives for the learning activity: Identify whether studies are replications of each other, construct replications of each other, or unrelated to each other. Assess the validity of a research base (i.e., not each study in isolation from the others). Evaluate the feasibility of implementing study fi ndings. Determine the degree of risk to patients involved in the practice innovation under study. Assess the relevance of the clinical innovation to practice. Directions for implementation. Select at least two studies that test the effects of a practice innovation. Have students read the assigned studies before class. In addition, have them review Chapter 20 of the textbook. Using the criteria identifi ed in this chapter, evaluate the research base and assess its relevance to practice. Suggested studies in particular areas follow: Using music for pain Good, M. (1995). A comparison of the effects of jaw relaxation and music on postoperative pain. Nursing Research, 44, 52–57. Whipple, B., & Glynn, N. (1992). Quantifi cation of the effects of listening to music as a noninvasive method of pain control. Scholarly Inquiry in Nursing Practice, 6, 43–58. Pressure ulcer assessment Bergstrom, N., Demu, P. J., & Braden, B. J. (1987). A clinical trial of the Braden Scale for predicting pressure sore risk, Nursing Clinics of North America, 2, 417–428. Braden, B. J., & Bergstrom, N. (1994) Predictive validity of the Braden Scale for pressure sore risk in a nursing home population. Research in Nursing & Health, 17, 459–470. Harrison, M. B., et al. (1996). Practice guidelines for the prediction and prevention of pressure ulcers: Evaluating the evidence. Applied Nursing Research, 9(1), 9–17. Salvadalena, G. D., Snyder, M. L., & Brogdon, K. E. (1992). Clinical trial of the Braden Scale on an acute care medical unit. Journal of ET Nursing, 19, 160–165. Efficacy of therapeutic touch Engle, V. F., & Graney, M. J. (2000) Biobehavioral effects of therapeutic touch. Journal of Nursing Scholarship, 32(3), 287–293. O’Mathúna, D. P. (2000). Evidence-based practice and reviews of therapeutic touch. Journal of Nursing Scholarship, 32(3), 279–285.
CHAPTER 20 Developing an Evidence-Informed Practice 109
Guidelines for discussion. Together with students, evaluate the readiness of a clinical innovation for use in practice. The following questions need to be answered when application of research fi ndings is being considered: How are the studies related to each other? (Replication, construct replication, or unrelated?) • Has the intervention been tested on a clinical population? If so, what populations would you consider for applying the research fi ndings? What are the benefi ts of implementing the clinical innovation? Consider benefi ts to the patient, nurse, and health care system. What are the risks involved? Do the benefi ts outweigh the risks? Discussion should next focus on an assessment of an innovation’s relevance to practice. The following questions can serve as a guide: Is the innovation under consideration signifi cant for clinical practice? What is your rationale? Can nurses implement the innovation independently, or is collaboration with another discipline needed? Is it feasible to implement the innovation in your clinical agency? If not, what constraints exist? 5. Evidence-Informed Practice (EIP) Tutorial This tutorial is designed to (1) create awareness of the types of knowledge used by health care providers to develop practice protocols, (2) develop an appreciation for EIP protocols, and (3) apply EIP rating systems to the assessment of existing practice protocols. This learning activity builds on a similar, but less complex, learning activity, “Identifying the Basis of Nursing Techniques/Protocols” (see Strategy 3a in Chapter 2 of the Instructor’s Manual). Although the activity in Chapter 2 f ocused on identifying the different ways in which we obtain knowledge, the emphasis in this exercise is on applying EIP rating systems to practice protocols. Furthermore, this exercise may be more appropriate for graduate level students than for undergraduate level students. Directions for implementation. The following instructions should be given to students in written form: Select a practice protocol from your employment or student clinical practice agency. (This protocol may be obtained from a policy and procedure manual that guides your p ractice.) Determine by whom the protocol was written. (You may need to ask your supervisor or preceptor for this information if it is not apparent on the written protocol.) Request an interview with one or more individuals who were involved in developing the protocol. Interview questions may include, but are not limited to, the following: Can you explain how protocols are developed in your agency? On what specific information was this protocol based? Are there any references you can identify that would give me a better understanding of the rationale for the practices included in the protocol? What rating system was used to critique the protocol guidelines? After the interview, categorize the sources of knowledge identifi ed by the interviewee (e.g., authority, experience, research-based). Then, using one of the rating scales included in Table 20-3 (p. 492 in your text), assess the protocol for its validity in application to practice. Prepare a paper (approximately three or four pages) describing your experience, your fi ndings, and your conclusions. Be sure to include the following: A brief description of the protocol you chose The title and credentials of the individual(s) you interviewed (no names) A summary of the information you obtained during the interview about how the protocol was developed Your conclusion about the types of knowledge upon which the protocol was based with supporting rationale A description of the rating scale you used to assess the protocol Your assessment of the validity of the protocol Append a copy of the protocol to your paper.
FIGURE 20-1. Role-Playing Situation and Objective Instructor Manual for Nursing Research in Canada: Methods, Critical Appraisal, and Utilization Geri LoBiondo-Wood, Judith Haber, Cherylyn Cameron, Mina Singh 9781926648545, 9781771720984, 9780323447652, 9780323057431
