NRS 433 Rough Draft Qualitative Research Critique and Ethical Considerations Essay

NRS 433 Rough Draft Qualitative Research Critique and Ethical Considerations Essay

NRS 433 Rough Draft Qualitative Research Critique and Ethical Considerations Essay

The main topic of interest is pressure injuries among the elderly patients. Pressure injuries, also known as pressure ulcers or bedsores, are a common complication among elderly residents in long-term care facilities. The National Pressure Ulcer Advisory Panel defines a pressure injury as “an area of localized damage to the skin and/or underlying tissue that usually results from pressure and/or shear stress” (Gefen et al., 2020). Common risk factors for developing pressure injuries include advanced age, obesity, edema, poor nutritional status, and incontinence. There are several steps that can be taken to prevent pressure injuries among elderly residents (Zingarelli et al., 2020). Facility staff should routinely assess residents for risk factors and symptoms of pressure injuries. Residents should be positioned so that contact with bedding or furniture is reduced.

ORDER A PLAGIARISM-FREE PAPER HERE ON; NRS 433 Rough Draft Qualitative Research Critique and Ethical Considerations Essay

 I am interested in researching pressure injuries among elderly residents because they are a major health concern for this population. Pressure injuries are a major health concern for elderly residents, as they can lead to serious complications including death. In fact, pressure injuries are the number one preventable cause of death in long-term care facilities. It is therefore important to learn more about the factors that contribute to their development and find ways to prevent them (Green & Johnson, n.d). The purpose of this assignment is to provide research critique and ethical consideration for the two qualitative articles.

PICOT Question

For nursing elderly residents with immobility (P), does nutrition and repositioning (I) prevent pressure injuries (O) compared to those without good nutrition and frequent position changes (C) in a hospitalization period of six months?

Qualitative Article 1

Fox, C. (2002). Living with a pressure ulcer: a descriptive study of patients’ experiences. British Journal of Community Nursing, 7(Sup1), 10-22. ttps://doi.org/10.12968/bjcn.2002.7.Sup1.12954

Background Article 1

The research problem that led to this study was the lack of knowledge about patients’ experiences living with a pressure ulcer. Fox wanted to learn more about what affected patients’ quality of life and what helped them cope with their condition. The main research problem is pressure ulcers and impacts on the cost of care delivery among elderly patients/residents. The reader should care about this study because it provides valuable insights into the lived experience of pressure ulcer patients (Green & Johnson, n.d). It is important because it helps us to better understand the challenges and struggles that these patients face on a daily basis. It also highlights the importance of providing patient-centered care that meets their individual needs and preferences.

The author of this study, Carolyn Fox, conducted qualitative interviews with 10 people living with pressure ulcers in order to explore their experiences and perspectives (Green & Johnson, n.d). The purpose of the study was to understand the lived experience of patients with pressure ulcers in order to improve nursing care. The research question that the study was design to answer is: what are the lived experiences of patients with pressure ulcers? (Fox, 2002) The purpose and the research questions were related to the problem of pressure ulcers among the elderly. In other words, the research question and the purpose seek to address the problem of pressure ulcers.

Qualitative Article 2

Roberts, S., McInnes, E., Wallis, M., Bucknall, T., Banks, M., & Chaboyer, W. (2016). Nurses’ perceptions of a pressure ulcer prevention care bundle: a qualitative descriptive study. BMC nursing, 15(1), 1-10. https://link.springer.com/article/10.1186/s12912-016-0188-9

Background Article 2

In the study, Roberts et al. (2016) sought to determine nurses’ perceptions of a pressure ulcer prevention care bundle. The purpose of the study was to identify any gaps in nurses’ knowledge and understanding of the care bundle, and to identify strategies for improvement. The clinical problem in this study was the high incidence of pressure ulcers in hospitalized patients (Roberts et al., 2016). The research problem was whether or not nurses were following the care bundle correctly and if there were any gaps in their knowledge or understanding of it.

The authors established the significance of the study by demonstrating that there was a lack of knowledge about pressure ulcers and prevention among nurses. They also showed that nurses who correctly identified all five elements of the care bundle were more likely to use all five elements than those who did not identify all five elements. The results suggest that increasing nurses’ knowledge about pressure ulcers and prevention may improve their implementation of preventive interventions (Roberts et al., 2016). The main research question that the study was designed to answer is: what are the gaps in nurses’ knowledge and understanding of the care bundle? What are the strategies for improvement? Both the purpose and the research questions of this study were related to the main research problem in the study, pressure ulcer prevention care bundle.

Relationship to Nursing Practice

The information from article 2 will be used to answer the PICOT question on pressure ulcers. Specifically, the study’s findings will be used to support the argument that nurses believe the care bundle is effective and feasible for preventing pressure ulcers. On the other hand, Article will be used to answer the PICOT question on pressure ulcers by exploring the patients’ experience of living with a pressure ulcer.

The study found that many of the participants experienced a great deal of stress and anxiety as a result of their pressure ulcer. They also felt isolated and alone, and struggled to find information about how to care for their wound. The findings from this study can help healthcare professionals understand how patients feel about their pressure ulcer and what kinds of support they need (Roberts et al., 2016). This information can then be used to develop better interventions and support programs for patients who are living with a pressure ulcer. The study found that, of the patients studied, those in the intervention group were more likely to have a complete healing response than those in the comparison group. In addition, the intervention group had statistically significantly better outcomes with respect to pain, mobility, and quality of life. Finally, there was no significant difference between the groups with respect to pressure ulcer recurrence rates.

Method of Study- Article 1

A descriptive study was conducted by Carolyn Fox of patients who were living with a pressure ulcer. The sample size used was 41; in other words, forty-one participants were recruited from two acute hospitals in the United Kingdom and completed an open-ended question interview. The sample size was small and therefore appropriate for the study process. The methodology used in the study was that of an interpretive phenomenological analysis. The data was analyzed using Colaizzi’s seven step process (Fox, 2002). This yielded five superordinate themes which are presented below along with illustrative quotations from the participants’ interviews. The five superordinate themes are: (1) living with a pressure ulcer; (2) impact on everyday life; (3) feeling isolated and alone; (4) finding support; and (5) managing wound care. Questionnaires were the data collection tools used in the study; open-ended question interview were administered by each questionnaire. The data was organized and sorted in terms of categories and themes. In other words, the information were organized in form of categories and themes. In the process of data analysis, the interviews were transcribed verbatim and the transcripts analyzed using a 14-stage method. The biases were controlled through random sampling approach.

The benefit of interpretive phenomenological methodology is that phenomenology allows the identification and description of the essences of lived experiences. Essence refers to those universal and invariant properties that constitute a phenomenon. One limitation of interpretive phenomenological methodology is that it can be difficult to verify the veracity of participants’ accounts (Fox, 2002). Phenomenology is based on the assumption that what people say about their own experience is true. However, it is possible that participants could misinterpret their experiences or embellish them in order to appear more enlightened or insightful.

There are a few reasons why interpretive phenomenological methodology is appropriate for research and for what the researchers wanted to learn, but some of the most important reasons are that it provides a way to understand the subjective experience of the individual participant, and it allows for in-depth exploration of how an individual’s experiences are constructed and lived. Interpretive phenomenology also emphasizes the importance of contextual factors in understanding an individual’s experiences, and it encourages researchers to reflect critically on their own biases and assumptions (Fox, 2002). This type of methodological approach can be particularly useful in exploring sensitive or controversial topics, as it helps to ensure that all voices are heard and that no perspective is ignored; hence appropriate for getting answers to the burning questions.

Method of Study- Article 2

Roberts et al. (2016) conducted a study to determine nurses’ perceptions of a pressure ulcer prevention care bundle. The sample size used was 158, in other words, a total of 158 nurses participated in the study, which was conducted in two phases. In phase one, participants were asked to complete a questionnaire that measured their attitudes towards pressure ulcer prevention care bundles (Roberts et al., 2016). In phase two, participants were asked to watch a video on pressure ulcers and then complete the same questionnaire. The sample size was appropriate for the study given the population that was under the study. Qualitative descriptive methodology was used in the study with semi-structured interviews. The data collection tools used were questionnaires. The data were sorted based on themes and the data of transcription. The process of data analysis involved thematic analysis to analyze the semi-structured interview data. The biases were controlled through randomization of research participants.

One benefit of qualitative descriptive study methodology is that it allows for a greater understanding of the phenomenon being studied than quantitative research methods. This is because qualitative research methods are more inductive and allow for in-depth exploration of the topic, which can lead to discovery of new insights. A limitation of qualitative descriptive study methodology is that it can be time-consuming and expensive, due to the need for in-depth interviews and observations (Roberts et al., 2016). Additionally, qualitative data can be difficult to analyze and interpret, which can also add to the time and cost needed for a study.

Researchers who want to learn about people’s natural and unpressured behavior in their own environment typically use qualitative descriptive study methodology (Roberts et al., 2016). This methodology allows researchers to capture the complexity of human experience without imposing artificial structure or experimental conditions. qualitative descriptive study methodology for appropriate for getting answers for the research question because, by observing people in their natural setting and listening to what they have to say about their experiences, researchers can obtain a rich and nuanced understanding of the phenomena under study.

Combined Results of the Studies

Qualitative Article II indicated that nurses had positive attitudes towards pressure ulcer prevention care bundles. However, there was some variation in attitudes between different groups of nurses. Nurses who worked in medical-surgical units had more positive attitudes towards care bundles than nurses who worked in critical care units (Roberts et al., 2016). The study also found that nurses had a good understanding of the care bundle, but that some areas could be improved upon. Suggestions for improvement included more education on wound cleansing and dressing changes, and better communication between nurses and doctors.

Qualitative article I indicated that patients felt a sense of isolation and loneliness, and that they found it difficult to manage their condition independently. They also reported feeling anxious and stressed about their condition. The author concludes that the findings of the study suggest that nurses should focus on providing support and education to patients so that they can manage their condition independently (Fox, 2002). The study’s findings have important implications for nursing practice. In particular, they suggest that nurses need more education on how to best implement prevention care bundles. By ensuring that nurses have the appropriate knowledge and skills, healthcare organizations can help reduce the incidence of pressure ulcers.

Ethical Considerations- Study 1 and 2

The ethical considerations in study I were mainly related to obtaining informed consent from participants. Because the study was observational, patients were not required to participate and could withdraw from the study at any time (Fox, 2002). Patients also received a great deal of information about the study before enrolling, so they were fully aware of what would be asked of them. Similarly, the ethical considerations in the study II were primarily related to obtaining informed consent from participants. The researchers sought permission from institutional review boards (IRBs) at each of the hospitals where they collected data, and they also obtained signed consent forms from all participants (Roberts et al., 2016). Informed consent is a process through which potential participants are made aware of the risks and benefits of participating in a study, and it is considered to be an ethical requirement for all research studies involving human subjects. From the two qualitative articles, the authors protected participants through hiding of identities and using code names in the study process. They also adhered to the consent signed by respondents.

Conclusion

The purpose of this assignment is to provide research critique and ethical consideration for the two qualitative articles. The PICOT question is: For nursing elderly residents with immobility (P), does nutrition and repositioning (I) prevent pressure injuries (O) compared to those without good nutrition and frequent position changes (C) in a hospitalization period of six months? The information from article 2 will be used to answer the PICOT question on pressure ulcers. Specifically, the study’s findings will be used to support the argument that nurses believe the care bundle is effective and feasible for preventing pressure ulcers. On the other hand, Article will be used to answer the PICOT question on pressure ulcers by exploring the patients’ experience of living with a pressure ulcer.

References

Fox, C. (2002). Living with a pressure ulcer: a descriptive study of patients’ experiences. British Journal of Community Nursing, 7(Sup1), 10-22. ttps://doi.org/10.12968/bjcn.2002.7.Sup1.12954

Gefen, A., Alves, P., Ciprandi, G., Coyer, F., Milne, C. T., Ousey, K., … & Worsley, P. (2020). Device-related pressure ulcers: SECURE prevention. Journal of wound care, 29(Sup2a), S1-S52. https://www.magonlinelibrary.com/doi/full/10.12968/jowc.2020.29.Sup2a.S1

Green, S. & Johnson, J. (n.d.). Research ethics and evaluation of qualitative research in Helbig, J. (n.d.) History and process of nursing research, evidence-based nursing practice and quantitative and qualitative research. From: https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#/chapter/2

Roberts, S., McInnes, E., Wallis, M., Bucknall, T., Banks, M., & Chaboyer, W. (2016). Nurses’ perceptions of a pressure ulcer prevention care bundle: a qualitative descriptive study. BMC nursing, 15(1), 1-10. https://link.springer.com/article/10.1186/s12912-016-0188-9

Zingarelli, E. M., Ghiglione, M., Pesce, M., Orejuela, I., Scarrone, S., & Panizza, R. (2020). Facial pressure ulcers in a COVID-19 50-year-old female intubated patient. Indian Journal of Plastic Surgery, 53(01), 144-146. https://www.thieme-connect.com/products/ejournals/html/10.1055/s-0040-1710403

BUY A CUSTOM- PAPER HERE ON; NRS 433 Rough Draft Qualitative Research Critique and Ethical Considerations Essay

The PICOT question is still the same.

For nursing elderly residents with immobility (P), does nutrition and
repositioning (I) prevent pressure injuries (O) compared to those
without good nutrition and frequent position changes (C) in a
hospitalization period of six months?

NRS 433 Rough Draft Qualitative Research Critique and Ethical Considerations GCU

Assessment Description
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.
Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.
In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.
You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
NRS-433V-RS2-ResearchCritiqueGuidelinesPar

Rough Draft Qualitative Research Critique and Ethical Considerations – Rubric
Criteria Description
Qualitative Studies
5. 5: Excellent
9.5 points
Two articles are presented. Both articles are based on qualitative research.
4. 4: Good
8.93 points
N/A
3. 3: Satisfactory
7.89 points
N/A
2. 2: Less Than Satisfactory
7.13 points
Two articles are presented. Of the articles presented, only one article is based on qualitative research.
1. 1: Unsatisfactory
0 points
Only one article is presented. Neither of the articles presented use qualitative research.
Criteria Description
Background of Study
5. 5: Excellent
19 points
Background of study, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and extensive explanation.
4. 4: Good
17.86 points
Background of study, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details and explanation.
3. 3: Satisfactory
15.77 points
Background of study, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation.
2. 2: Less Than Satisfactory
14.25 points
Background of study, including problem, significance to nursing, purpose, objective, and research questions, is included but lacks relevant details and explanation.
1. 1: Unsatisfactory
0 points
Background of study, including problem, significance to nursing, purpose, objective, and research questions, is incomplete.
Criteria Description
Article Support of Nursing Practice Issue
5. 5: Excellent
28.5 points
A clear discussion on how articles support the PICOT question is presented. The articles demonstrate strong support in answering the proposed PICOT question. The interventions and comparison groups in the articles strongly compare to those identified in the PICOT question.
4. 4: Good
26.79 points
A discussion on how articles support the PICOT question is presented. The articles demonstrate support in answering the proposed PICOT question. The interventions and comparison groups in the articles compare to those identified in the PICOT question. Minor detail or rational is needed for clarity or support.
3. 3: Satisfactory
23.65 points
A general discussion on how articles support the PICOT question is presented. The articles demonstrate general support in answering the proposed PICOT question. It is unclear how the interventions and comparison groups in the articles compare to those identified in the PICOT question. Some rational or information is needed.
2. 2: Less Than Satisfactory
21.38 points
A summary of how articles support the PICOT question is presented. It is unclear how the articles can be used to answer the proposed PICOT question. Significant information and detail are required.
1. 1: Unsatisfactory
0 points
Discussion on how articles support the PICOT question is incomplete.
Criteria Description
Method of Study
5. 5: Excellent
28.5 points
A thorough discussion on the method of study for each article is presented. The comparison of study methods is described in detail. A benefit and a limitation of each method are presented. The discussion demonstrates a solid understanding of research methods.
4. 4: Good
26.79 points
A discussion on the method of study for each article is presented. The comparison of study methods is generally described. A benefit and a limitation of each method are presented. There minor are inaccuracies. Some detail is required for accuracy or clarity.
3. 3: Satisfactory
23.65 points
A general discussion on the method of study for each article is presented. The comparison of study methods is summarized. A benefit and a limitation of each method are summarized. There some inaccuracies or partial omissions. More information is needed.
2. 2: Less Than Satisfactory
21.38 points
A partial summary of the method of study for each article is presented. The comparison of study methods is incomplete. A benefit and a limitation of each method are omitted or incomplete. There are significant inaccuracies.
1. 1: Unsatisfactory
0 points
Discussion on the method of study for each article is omitted. The comparison of study methods is omitted or incomplete.
Criteria Description
Results of Study
5. 5: Excellent
28.5 points
Discussion of study results, including findings and implications for nursing practice, is thorough with substantial relevant details and extensive explanation.
4. 4: Good
26.79 points
Discussion of study results, including findings and implications for nursing practice, is complete and includes relevant details and explanation.
3. 3: Satisfactory
23.65 points
Discussion of study results, including findings and implications for nursing practice, is generally presented. Overall, the discussion includes some relevant details and explanation.
2. 2: Less Than Satisfactory
21.38 points
A summary of the study results includes findings and implications for nursing practice but lacks relevant details and explanation. There are some omissions or inaccuracies.
1. 1: Unsatisfactory
0 points
Discussion of study results, including findings and implications for nursing practice, is incomplete.
Criteria Description
Ethical Considerations
5. 5: Excellent
28.5 points
Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation. A detailed discussion on ethical considerations of the two articles used in the essay is presented.
4. 4: Good
26.79 points
Discussion of ethical considerations when conducting nursing research is complete and includes relevant details and explanation. A discussion on ethical considerations of the two articles used in the essay is presented; some detail in needed for accuracy or clarity.
3. 3: Satisfactory
23.65 points
Discussion of ethical considerations when conducting nursing research is partially complete and includes some relevant details and explanation. A discussion on ethical considerations of the two articles used in the essay is discussed but there are some inaccuracies, or some information is needed.
2. 2: Less Than Satisfactory
21.38 points
Discussion of ethical considerations when conducting nursing research is included but lacks relevant details and explanation. A discussion on ethical considerations of the two articles used in the essay is summarized but there are significant inaccuracies or omissions.
1. 1: Unsatisfactory
0 points
Discussion of ethical considerations when conducting nursing research is incomplete. A discussion on ethical considerations of the two articles presented in the essay is incomplete.
Criteria Description
Thesis Development and Purpose
5. 5: Excellent
9.5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. 4: Good
8.93 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. 3: Satisfactory
7.89 points
Thesis is apparent and appropriate to purpose.
2. 2: Less Than Satisfactory
7.13 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. 1: Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Criteria Description
Argument Logic and Construction
5. 5: Excellent
9.5 points
Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. 4: Good
8.93 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. 3: Satisfactory
7.89 points
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
2. 2: Less Than Satisfactory
7.13 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. 1: Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. 5: Excellent
9.5 points
Writer is clearly in command of standard, written, academic English.
4. 4: Good
8.93 points
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
3. 3: Satisfactory
7.89 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
2. 2: Less Than Satisfactory
7.13 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. 1: Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. 5: Excellent
9.5 points
All format elements are correct.
4. 4: Good
8.93 points
Template is fully used; There are virtually no errors in formatting style.
3. 3: Satisfactory
7.89 points
Template is used, and formatting is correct, although some minor errors may be present.
2. 2: Less Than Satisfactory
7.13 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. 1: Unsatisfactory
0 points
Template is not used appropriately or documentation format is rarely followed correctly.
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. 5: Excellent
9.5 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. 4: Good
8.93 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. 3: Satisfactory
7.89 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. 2: Less Than Satisfactory
7.13 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. 1: Unsatisfactory
0 points
Sources are not documented.
Total 190 points