Critical Appraisal of Qualitative Research Article Assignment
Number of Pages: 2 (Double Spaced)
Number of sources: 4
Writing Style: APA
Type of document: Article
Language Style: English (U.S.)
Critical Appraisal of Qualitative Research Article Assignment Order Instructions: Attached
Write a summary and concise appraisal of the study. Use the APA format with title page, 3-4 paragraphs for summary and critique (300-400 words), and the complete reference at the end. Utilize Chapter 14 in your Fain, (2017), book as your guide.
First Paragraph: Write a brief description or summary of the work cited including:
•the level of research evidence (based on Melnyk and Fineout- Overholt’s Level of Evidence Scale in Module 1 under Dr. Poole’s video link)
- •type of qualitative study
- •major findings or themes
- •author’s conclusions
Remember to cite the authors and year in the first sentence of the first paragraph. The summary should be primarily in your own words, with paraphrased segments, except for the purpose of the study which may be word for word.
Paragraphs 2 – 3: Analyze the work’s quality using the Critical Appraisal Guidelines: Qualitative Studies section in Fain, (2017) Chapter 14 with additional guidance starting on page 325 for some sections. Answer at least ONE question under each category below:
- •identified problem for study
- •purpose and research questions
- •literature review
- •sample and sampling procedure/technique including protection of human subjects
- •data collection procedures
- •data analysis: organizing/categorizing/summarizing
- •scientific integrity: credibility/transferability/dependability/confirmability
- •results of the study
- •discussion of findings
- •evaluation summary including applicability to replicate or apply study findings in your area of practice whether that be a hospital, home health or SNF, etc.
Say what is good, but also be critical and find something wrong! Try to be concise and non-repetitive.
Last Paragraph: In your own words, discuss how this study relates to evidence-based practice and its implications for or impact upon nursing. Comment on what unique findings or insights that this study provided. If you chose a study outside the United States, how does potentially socialized medicine affect whether the study could be conducted in the United States and if you believe the findings would be the same or different and why
Educational strategies and challenges in peritoneal dialysis: a
qualitative study of renal nurses’ experiences
Manuela Bergjan and Christiane Schaepe
Aims and objectives. The aim of the study was to explore renal nurses’ experiences, strategies and challenges with regard to the patient education process in
Background. Patient education in peritoneal dialysis is essential to developing a
successful home-based peritoneal dialysis program. In this area research is scarce
and there is a particular lack of focus on the perspective of the renal nurse.
Design. Qualitative design formed by thematic qualitative text analysis.
Methods. Five group interviews (n = 20) were used to explore the challenges peritoneal dialysis nurses face and the training strategies they use. The interviews
were analyzed with thematic qualitative content analysis using deductive and
inductive subcategory application.
Results. The findings revealed the education barriers perceived by nurses that patients
may face. They also showed that using assessment tools is important in peritoneal dialysis patient education, as is developing strategies to promote patient self-management.
There is a need for a deeper understanding of affective learning objectives, and existing
teaching activities and materials should be revised to incorporate the patient’s perspective. Patients usually begin having questions about peritoneal dialysis when they return
home and are described as feeling overwhelmed. Adapting existing conditions is considered a major challenge for patients and nurses.
Conclusions. The results provided useful insights into the best approaches to educating peritoneal dialysis patients and served to raise awareness of challenges
experienced by renal nurses. Findings underline the need for nosogogy – an
approach of teaching adults (andragogy) with a chronic disease. Flexibility and
cooperation are competencies that renal nurses must possess.
Relevance to clinical practice. Still psychomotor skills dominate peritoneal dialysis patient training, there is a need of both a deeper understanding of affective
learning objectives and the accurate use of (self-)assessment tools, particularly for
Key words: chronic diseases, content analysis, end-stage renal disease, nephrology
nursing, patient education, peritoneal dialysis
What does this paper contribute
to the wider global clinical
• Findings illustrate the educational barriers that patients face
and highlight the importance to
take in a special kind of adult
education for patients with
• A thorough assessment can help
to identify resources and barriers
to learning such as uremia, language barriers and physical limitations.
• Overall, the results of the study
highlight useful strategies of
nurses when ‘doing patient
education at home’.