In this Assignment, you will use an appraisal tool to conduct a critical appraisal of published research. You will then present the results of your efforts.
· Reflect on the four peer-reviewed articles you selected in Module 2 and the four systematic reviews (or other filtered high- level evidence) you selected in Module 3.
· Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
· Review and download the Critical Appraisal Tool Worksheet Template provided in the Resources.
The Assignment (Evidence-Based Project)
Part 4A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected by completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template. Choose a total of four peer- reviewed articles that you selected related to your clinical topic of interest in Module 2 and Module 3.
Note: You can choose any combination of articles from Modules 2 and 3 for your Critical Appraisal. For example, you may choose two unfiltered research articles from Module 2 and two filtered research articles (systematic reviews) from Module 3 or one article from Module 2 and three articles from Module 3. You can choose any combination of articles from the prior Module Assignments as long as both modules and types of studies are represented.
Part 4B: Critical Appraisal of Research
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.
Articles reviewed. Topic: Falls & prevention of falls in our healthcare setting
Bechdel, B., Bowman, C., & Haley, C. (2014). Prevention of Falls: Applying AACN’s Healthy Work Environment Standards to a Fall Campaign. Critical Care Nurse, 34(5), 75–79. https://doi-org.ezp.waldenulibrary.org/10.4037/ccn2014987 .
(November 9, 2015 Monday). TJC: Time to curb patient falls in healthcare settings. ED Management. Retrieved from https://advance-lexis-com.ezp.waldenulibrary.org/api/document?collection=news&id=urn:contentItem:5HBV-SJB1-JBDY-B361-00000-00&context=1516831.
Quigley, P. A. (2016). Evidence Levels: Applied to Select Fall and Fall Injury Prevention Practices. Rehabilitation Nursing : The Official Journal of the Association of Rehabilitation Nurses, 41(1), 5–15. https://doi-org.ezp.waldenulibrary.org/10.1002/rnj.253
Robey-Williams, C., Rush, K. L., Bendyk, H., Patton, L. M., Chamberlain, D., & Sparks, T. (2007). Spartanburg Fall Risk Assessment Tool: a simple three-step process. Applied Nursing Research : ANR, 20(2), 86–93.
Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research
Full APA formatted citation of selected article.
Evidence Level *
(I, II, or III)
Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**
Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria).
The number and characteristics of
patients, attrition rate, etc.
Major Variables Studied
List and define dependent and independent variables
Identify primary statistics used to answer clinical questions (You need to list the actual tests done).
Data Analysis Statistical or
(You need to enter the actual numbers determined by the statistical tests or qualitative data).
Findings and Recommendations
General findings and recommendations of the research
Appraisal and Study Quality
Describe the general worth of this research to practice.
What are the strengths and limitations of study?
What are the risks associated with implementation of the suggested practices or processes detailed in the research?
What is the feasibility of use in your practice?
*These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide
· Level I
Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis
· Level II
Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis
· Level III
Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis
· Level IV
Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence
· Level V
Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence
**Note on Conceptual Framework
· The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework
· Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.
· As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”
· Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.
· Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.
The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf
Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your” House”. Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.
Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework
Critical Appraisal Tool Worksheet Template
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