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NURS360 - Socialization II: Nursing Research > Week 2 - Critiquing Research Articles > Flashcards

Week 2 - Critiquing Research Articles Flashcards

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1
Q

Journal Articles

A

Typically refers to peer reviewed research articles reporting on the conduct and results of an original study (or replication of a study)

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2
Q

Journal Articles include what parts?

A
  1. Title and Abstract
  2. Introduction
  3. Methods
  4. Results
  5. Discussion
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3
Q

What is included in the introduction section

A

research question

theory

framework

ROL

It should tell us why we care and start broad and get more specific - sometimes called background or Review of literature

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4
Q

What should be able to be done using the methods section

A

reader should be able to reliably replicate the study based on this section

a “map” of the study

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5
Q

What is included in the results section

A

findings of data collected

statistical tests used for analysis

significance of findings - statistical

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6
Q

What is included in the Discussion section

A

interpretation of results

implications for future practice

limitations of study

references come back into place here again

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7
Q

What are the 2 angles to discuss research

A
  1. From the researchers POV dreaming things up

2. From the readers POV reading an article and critiquing it and evaluating how good the methods are

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8
Q

The title of an article can do what?

A

It can tell a lot about a study based on what is in it alone

ex: Bergstrom article reveals info on ulcer reduction, and randomized meaning quantitative and methods used
ex: JAN article tells you its a phenomenological study (qualitative)

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9
Q

Keywords

A

often found under the abstract

includes words to search for articles in a database

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10
Q

What is the purpose of research articles

A

Report for Peers

It should be clear and precise enough and detailed enough from just the article that the study could be replicated

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11
Q

Why are journal articles so hard to read

A
  1. Dry - they are written for an audience of peers so there are assumptions you know jargon
  2. Compactness - space is limited so it may seem choppy or a non-complete study
  3. Objectivity - avoid any hints of subjectivity by seeming impersonal
  4. Statistics - can be intimidating
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12
Q

Why may objectivity not be a problem for qualitative studies

A

because it is inherently subjective so it may come off as less dry

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13
Q

Why are open access articles a recent concern

A

because taxpayers are paying for the sciences but then the journals are paywalled - sometimes open access lets any article through, but you want to make sure to use peer reviewed information still

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14
Q

Impact Factor

A

how often the article is referenced or cited by others - if often then it is in high impact journals

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15
Q

What is the difference between Publishing House and Journal name

A

publishing house is who prints it and the journal contains all of the articles

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16
Q

Why critique journal articles

A
  1. Just because it is published does not mean its objectively free from flaws
  2. Just because the researchers provide implications and recommendations doesnt mean they have addressed them all
  3. Just because the authors make statements does not mean you will agree - be skeptical to discussion implications and conclusions
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17
Q

What are the types of research reports (Ways to report articles?)

A
  1. presentations at professional conferences

2. journal articles in peer reviewed journals

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18
Q

What is the benefit of research reports in presentations at professional conferences

A

It can decrease lag between conducting research and reporting results

There can be years of lag time, but this can mitigate the lag and peers can see what is occurring in practice a the conference

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19
Q

What are the 2 types of Presentations at Professional Conferences

A

Oral Presentations

Poster Sessions

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20
Q

Journal Article papers are often subjected to __ __

A

peer review

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21
Q

Peer reviews are often ___

A

blind (reviewers are not told names of authors and vice versa)

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22
Q

IMRAD Format

A

The content and layout of research journal articles

  • title and abstract

Introduction
Method
Results
And Discussion

  • References
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23
Q

When critiquing a research article always assume the posture of a ___

A

skeptic

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24
Q

With research articles, who is the onus of responsibility on ?

A

The authors - to provide evidence that methodological procedures are sound

it is not on the reader to try and justify an authors use or non-use of a theoretical framework - the author should defend and find info

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25
Q

What is the purpose of a quantitative research article

A

Inference (and Generalization)

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26
Q

Inference

A

Quantitative

Conclusion drawn from the study evidence using logical reasoning - we want to assume similar results occur with a different population at a different time or area

We want it to be true for larger and different populations

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27
Q

What does a Qualitative studies title include

A

central phenomenon and group under investigation (ex: phenomenological, grounded, ethnographic)

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28
Q

What does a Quantitative studies title include

A

title communicates key variables (IV and DV) and the population (PICO components)

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29
Q

Abstract

A

brief description of major features of a study at the beginning of a journal article

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30
Q

What does the position of first and second author usually say about those people in the research articles

A

They are usually the two positions that did the most work

First author is very important to the research themselves since titles will often be abbreviated and referred to as that authors article (ex: Bergstrom article)

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31
Q

What can last position author indicate?

A

they may also be in a position of power like the director of the lab - they can be put in even if they barely had much involvement

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32
Q

Why is it important to look at the credentials of the authors

A

What their credentials are can tell you a lot about them like if it says PHD compared to an indicate that they are a graduate student

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33
Q

What can asterisks point to when next to a name in an article

A

it may be indicating where the research practices and you can see whether this is applicable to the study

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34
Q

Author of Correspondence

A

the author of the article managing the publication of the article

can send questions to their professional address

also check that their address is a professional one rather than a personal one - shows professionalism

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35
Q

Where and what is the statement of disclosure

A

It is either on the first or last page and it tells if there is any financial interests in the outcome of the study like if they work for a company

Usually it is outside the text in a footnote or in the acknowledgement portion - want to check this even if it ends up saying there is nothing to disclose

Also called a Statement of Disclosure, conflict of interest, or financial disclosure

36
Q

What are the components of the introduction

A
  1. Description of central phenomena, concepts or variables
  2. Study purpose –> research Q –> hypotheses (last piece in intro)
  3. ROL (What is seen already, what’s a problem, what you do different)
  4. theoretical/conceptual framework
  5. Study significance, need for study
37
Q

Purpose Statement

A

It shows the objective, goal, purpose of the study and it determines the reason for the study

38
Q

What are the ways to talk about problems in the intro for research in nursing

A
  1. Cost to the patient - health wise - morbidity, what it costs in regard to their health and function
  2. Financial costs and health costs
39
Q

How may a qualitative studies introduction be different from a quantitative study

A

Its more difficult to start broad and get specific with abstract topics so we explain why to care right after the broad followed by a similar ending paragraph with a purpose statement based on the question

Basically, less funneled.

40
Q

Gaps

A

Gaps in the literature mean that some people have tried a few things but no one has gotten to and tried this particular thing on this particular population

This will be mentioned in the intro in ROL on how other studies did their research and what was not done and how you plan to accomplish it

41
Q

What is the thing that opens the door and justifies a specific research question, study, and article

A

Gaps in the literature

42
Q

Parts of the Method Section

A

Research Design

Sampling Plan (who is included)

Methods of measuring variables and collecting data

Study procedures, including procedures to protect participants

Analytic methods and procedure (map out future replications)

43
Q

How do Qualitative Methods Sections differ from Quantitative?

A

They both have similar components but the qualitative study includes different emphases

There is more information about the research setting and context in qualitative studies

There is a higher emphasis description of the researcher’s effort to enhance the integrity of the study as well in qualitative study

44
Q

What does the findings section of quantitative studies look like

A
  1. Names of stat tests used
  2. Value of calculated statistics
  3. Statistical significance
  4. Level of statistical significance (index of how probable it is that the findings are reliable (p level and alpha))

Demographics of the sample are often also included with a breakdown

45
Q

What does the findings section of qualitative studies look like

A

Findings often organized according to major themes, processes, or categories identified in the analysis

Almost always includes RAW DATA - quotes directly from study participants

It will describe whether it is grounded theory v phenomenological v ethnographic

46
Q

When are tables and figures mentioned

A

twice

  1. in title of table or figure
  2. when referenced and presented
47
Q

Table

A

information that is presented as a table of data laid out

48
Q

Figure

A

some graphic representation like a histogram, pie chart, increase/decrease graph

49
Q

What is the difference between n and N

A

n (little) = group in the sample

N (big) = whole sample overall

50
Q

For groups, do we want to see a statistically significant difference between them with p values?

A

No we want them the same because if they are significant different it means something is different between the group and its not just variation among them

51
Q

Discussion Section Parts

A

Interpretation of the results (AUTHORS NOT YOURS)

Clinical and research implications

Study limitations and ramifications for the believability of the results (ethical obligation to be transparent about limitations - when critiquing note other limitations they should have included)

52
Q

Fidelity

A

implementation of same protocol the same way every time (consistent to trust results that we have) - no matter who or where protocol fidelity is needed

53
Q

Tips for Reading Research Articles

A

Read regularly, get used to the style

Read copied articles - underline, highlight, write notes

Read slowly

Read ACTIVELY

Look up technical terms in glossary

Dont be intimidated by statistics - grasp the gist of story

54
Q

Critical Appraisal

A

an objective assessment of a study’s strengths and limitations

55
Q

Critiques

A

A technique used to inform EBP focus on whether evidence is accurate, believable, and most importantly - clinically relevant (will it make patient lives better)

56
Q

Critiques of individual studies can be done for what reasons?

A

A variety of reasons like a student assignment, making decisions about whether or not to publish a manuscript, EBP purposes, etc

57
Q

Both critiques and critical appraisals are what?

A

Careful and objective appraisals of the researchers major conceptual and methodological decisions, but they vary in scope and aim

58
Q

What is the Key research challenges?

A

Designing studies to support INFERENCES that are:

  1. Reliable and Value (Quantitative)
  2. Trustworthy (Qualitative)
59
Q

Inference

A

a conclusion drawn from the study evidence using logical reasoning and taking into account the methods used to generate that evidence

60
Q

What are the criteria for evaluating quantitative research (scientific merit)

A

Reliability

Validity

61
Q

Reliability

A

the accuracy and consistency of obtained information

ex: if we get on the scale each day it should not vary wildly - it will some and over time - but it should be close day by day
ex: Dartboard - all darts land near each other

It is easy to do with physiologic measures but harder with social and psychological measures

62
Q

What needs to be established first reliability or validity

A

reliability must be established first

63
Q

Validity

A

The soundness of the evidence - whether findings are convincing, are well grounded, and support the desired inferences

It has to do with how well we describe and establish content we talk about - how sound the evidence is

ex: If the dartboard all hits the bullseye thats validity
ex: After the person established reliability with a scale differentiation of anxiety from everyday stress or depression should be made for validity

64
Q

Evaluative Criteria in Qualitative Studies

A

Trustworthiness (the goal with qual is not generalizability but transferability)

65
Q

5 types of Trustworthiness

A

Credibility

Confirmability

Dependability

Transferability

Authenticity

(These all have a quantitative analog)

66
Q

Credibility (Trustworthiness)

A

a key criterion

achieved to the extent that researchers can engender confidence in the truth of the data and their interpretations

67
Q

Triangulation

A

A particularly salient way of establishing reliability and validity - it uses multiple sources of data or referents to draw conclusions about what constitutes the truth

It can also contribute to credibility

ex: If you want to measure anxiety, use multiple methods like a scale, physiologic measures, etc and then triangulate the data

68
Q

Which type of study benefits from triangulation

A

it is a useful strategy in both qualitative and quantitative research

69
Q

Bias

A

a distortion or influence that results in an error in inference

a systematic over or under representation of some factor

usually comes from the researcher - who they choose to be, tools used, methods used, etc - needs to be thought of and eliminated

70
Q

Examples of Factors that create bias

A

Lack of participants candor

Faulty methods of data collection

Researchers preconceptions

Participants awareness of being in a special study

Faulty study Design

71
Q

Social Desirability Bias

A

bias that is very frequently occurring where participants try telling you what they think you want to hear from them

72
Q

Hawthorne Effect

A

when people act differently due to the knowledge of being in an experiment

73
Q

Research Control

A

In quantitative studies, this involves HOLDING CONSTANT extraneous factors (confounding variables) that influence the dependent variable to better understand relationships between the IV and DV

Its a method of controlling and addressing bias

ex: we eliminate participants with confounding diseases or conditions

74
Q

What is the easiest way to do research control

A

Have a control group so we know what a group looks like without intervention

75
Q

Rnadomness (Bias Reduction)

A

allowing certain aspects of the study to be left to chance rather than to researcher or participant choice

(this is an important tool for achieving control over confounding variables and avoiding bias)

So for example, we randomly allocate people to different groups

76
Q

Blinding/Masking (Bias Reduction)

A

Used in some quantitative studies to prevent biases stemming from people’s awareness of what group they are in or knowledge of what group participants are in

Blinding involves concealing information from participants, data collectors, or care providers to enhance objectivity

Can be single or double (However its not always possible to use)

77
Q

Reflexivity

A

the process of reflecting critically on the self and of attending to personal values that could affect data collection and interpretations in the data

can help stop bias

ex: If yore a critical care nurse then you may be biased if the subject is critical care and you should be aware of that

78
Q

How is reflexivity used in qualitative and quantitative studies

A

Qualitative: Researchers are trained to explore these issues, to be reflective about decisions made during the inquiry, and to record their thoughts in personal diaries and memos

Quantitative: Can be a useful tool giving self awareness (in both kinds of study) and introspection which allows for enhanced study quality

79
Q

Generalizability

A

Quantitative goal

The criterion used in quantitative studies to assess the extent to which the findings can be applied to other groups and settings

taking results and applying to different populations and getting the same results

80
Q

Transferability

A

Qualitative goal

The extent to which qualitative findings can be transferred to other settings

Will we ID or see similar types of themes regarding these experiences in other settings (maybe not the experience exactly though)

81
Q

The goal of quantitative studies is ___ and the goal of qualitative studies is ___

A

Generalizability; Transferability

82
Q

What is one way to enhance transferability?

A

The amount of richness in the descriptive information - the richer it is the more we can understand and transfer to other places

83
Q

T/F: The ROL is typically found in the method section of the research report

A

False

ROL is found in the introduction

84
Q

T/F: A researcher would describe the limitations of the study in the result section of the report

A

False

The study limitations are typically described in the discussion section of the report

85
Q

T/F: Research critiques are done to evaluate the strengths and limitations of a study

A

True

Although there are a wide variety of reasons for critiquing research, research critiques provide careful and objective appraisals of the strengths and limitations of a study

86
Q

What component is a key aspect of trustworthiness?

A) Triangulation

B) Reliability

C) Credibility

D) Validity

A

C) Credibility

Credibility is a key criterion for trustworthiness. Reliability and Validity are key for evaluating quantitative research. Triangulation is the use of mult. sources or referents to draw conclusions

87
Q

T/F: Blinding is used in qualitative studies

A

False

Blinding is used in quantitative studies to reduce bias that results from awareness

NURS360 - Socialization II: Nursing Research (13 decks)

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