Assignment 4: For Qualitative Critique
Assignment 4: For Qualitative Critique
Assignment 4: For Qualitative Critique
Assignment 4: For Qualitative Critique (20 Points)
For this assignment students will critique a qualitative research article. Select one article from the list below (It must be from the list). Use the guidelines in the Polit and Beck text to set a benchmark to critique the quantitative research study. Cite the benchmark source for each area of the critique and describe how the study authors met or did not meet the benchmark criteria listed below.
Qualitative Articles to select from:
1. Koleilat M, Kim LP, Cortes B, Kodjebacheva GD. Perceived Motivators, Barriers and Intervention Strategies Related to Weight Loss After Childbirth Among WIC Participants in Southern California. (Links to an external site.)Am J Health Promot. 2020 Mar;34(3):294-302. doi: 10.1177/0890117119895948. Epub 2019 Dec 26.
2. Alzghoul MM (Links to an external site.), Møller H (Links to an external site.), Wakewich P (Links to an external site.), Dowsley M (Links to an external site.). Perinatal care experiences of Muslim women in Northwestern Ontario, Canada: A qualitative study. Women Birth. (Links to an external site.) 2020 Mar 4. pii: S1871-5192(19)30457-3. doi: 10.1016/j.wombi.2020.02.021. [Epub ahead of print]
3. Goodman DJ (Links to an external site.), Saunders EC (Links to an external site.), Wolff KB (Links to an external site.). In their own words: a qualitative study of factors promoting resilience and recovery among postpartum women with opioid use disorders. BMC Pregnancy Childbirth. (Links to an external site.) 2020 Mar 18;20(1):178. doi: 10.1186/s12884-020-02872-5
4. Pellikka HK (Links to an external site.)1, Pölkki T (Links to an external site.)2, Sankilampi U (Links to an external site.)3, Kangasniemi M (Links to an external site.)4. Finnish parents’ responsibilities for their infant’s care when they stayed in a single family room in a neonatal intensive care unit. J Pediatr Nurs. (Links to an external site.) 2020 Feb 17. pii: S0882-5963(19)30347-1. doi: 10.1016/j.pedn.2020.01.019.
5. Madiba S (Links to an external site.), Putsoane M (Links to an external site.). Testing Positive and Disclosing in Pregnancy: A Phenomenological Study of the Experiences of Adolescents and Young Women in Maseru, Lesotho. AIDS Res Treat. (Links to an external site.) 2020 Feb 12;2020:6126210. doi: 10.1155/2020/6126210.
6. Ke, Y. & Stoker, J. (2019). (Links to an external site.)On the difficulty of finding one’s place: A qualitative study of new nurses’ processes of growth in the workplace. Journal of Clinical Nursing, 28, (23-24), (Links to an external site.)4321-4331
Develop a scholarly paper that addresses the following criteria:
1.Identify an area of clinical interest.
2.Locate a minimum of one peer-reviewed journal article (no older than 5 years) related to your clinical topic of interest.
3.Critique the journal article, fully answering the questions in the table below.
4.The scholarly paper should be in narrative format, 4 to 5 pages excluding the title and reference page.
5.Include an introductory paragraph, purpose statement, and a conclusion.
6.Include level 1 and 2 headings to organize the paper.
7.Write the paper in third person, not first person (meaning do not use ‘we’ or ‘I’) and in a scholarly manner. To clarify: I, we, you, me, our may not be used. In addition, describing yourself as the researcher or the author should not be used.
8.Include a minimum of one professional peer-reviewed scholarly journal references to support the paper and a second benchmark peer reviewed source (may be textbook or other journal article) and be less than five (5) years old.
9.APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).
10.Submit the assignment to Turnitin prior to the final submission, review the originality report, and make any needed changes
11.Submit by the posted due date.
12.Format the critique paper using the IMRaD format with level 1 and level 2 headings as designated in the grid below:
EXAMPLES OF LEVEL 1 & LEVEL 2 HEADINGS ARE ATTACHED IN A SCREENSHOT.
Introduction to the paper with purpose statement
Level 1 Heading
Level 2 Headings
Content questions to address with quality benchmark citations
Research Problems and population of interest
What is the research problem?
Does the problem build a persuasive argument for the new study?
Is the problem statement easy to locate?
What is the population of interest?
What are the research questions?
Was the research tradition for the study identified?
If none was identified, can one be inferred? Are the data sources, research methods and analytic approach congruent with the research tradition?
Was there evidence of reflexivity in the design?
Ethical Aspects of a Study
Were adequate steps taken to safeguard participant’s privacy?
How was confidentiality maintained?
Were vulnerable groups involved in research?
Given the research question and characteristics of study participants, did the researcher use the best method of capturing study phenomena (self-reports, interviews, groups or observation)?
If self-report methods, did the researcher make good decisions about the specific method used to solicit information (focus group interviews, individual interviews).
Were interviews tape recorded, annotated, and transcribed?
Data Analysis Approach
Identify the type of analyses undertaken to answer a research question. Were appropriate methods used and/or qualitative software for data assessment?
Were the findings effectively summarized, with good use of experts?
Do the themes adequately capture the meaning of the data? Does it appear that the researcher satisfactorily conceptualized the themes or patterns in the data?
Did the analysis yield an insightful, provocative, and meaningful picture of the phenomenon under investigation?
Did the researchers discuss the study’s implications for clinical practice or future research and if so, were the implications grounded in the study evidence, and in evidence from earlier research?
Summarize the overall quality of the critiqued paper according to the benchmark quality sources cited
Assignment 4: Qualitative Critique Rubric (20 points)
0 to 3 points
All topics/criteria addressed, and all questions fully answered.
All topics/criteria addressed, and most questions fully answered.
All topics/criteria addressed, and most questions partially answered.
One or more topics/criteria not addressed or completely answered.
Quality/Accuracy of Information
0 to 3 points
Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.
Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.
Information clearly relates to the main topic/criteria. A few details and/or examples are given.
Information has little or nothing to do with the main topic/criteria.
0 to 3 points
Information is very organized with well-constructed paragraphs and levels of heading.
Information organized with well-constructed paragraphs and levels of heading.
There is an attempt at organization, but errors exist. No levels of heading.
The information or overall structure appears disorganized.
0 to 3 points
All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.
The majority of references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.
Some references are from non-peer-reviewed scholarly sources or older than 5 years.
Majority of references are from non-peer-reviewed scholarly sources or older than 5 years.
Up to 10% of the assigned points (total points of assignment) can be deducted from the earned points for errors in APA style [title page, introduction, purpose statement, level heading, conclusion, references, citations, and format], spelling, and/or grammar.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
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.
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.
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.
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 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.