Critiquing research

1. CRITIQUING
RESEARCH
DR. JAYESH PATIDAR
www.drjayeshpatidar.blogspot.com

2. CRITIQUING RESEARCH

3. WHAT IS RESEARCH
CRITIQUE?
•A critical evaluation /
appraisal of a research
report.
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4. RESEARCH CRITIQUE
–DEFINITION
“Systematic, unbiased, careful
examinationofallaspectsofastudyto
judgethemerits,limitations,meaning
andsignificancebasedonprevious
researchexperienceandknowledgeof
thetopic”
-Burns, N. & Grove, S., 2005.
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5. Requires
•criticalthinking,
•appraisal&
•intellectualskill
RESEARCH CRITIQUE …
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6. Importance of research
critique
•Tobroadenunderstandingforuse
inpractice.
•Forimplementinganevidence-
basednursingpractice.
•Encouragesnursestoparticipate
inclinicalinquiryandprovide
evidenceforuseinpractice.
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7. PURPOSES OF CRITIQUE
•To assess students’ methodological
and analytical skills (identify
limitations & strengths).
•Seasoned researcher to help journal
editions
•Written critique is a guide to
researcher
•To advance nursing knowledge &
profession
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8. APPROACHES FOR
CRITIQUING
Principles
Be objective: make
comments specific to the
work you are reviewing
Be constructive: Critique
should be an advisory and
constructive nature
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9. CRITIQUE PROCESS
Comprehension
Comparison
Analysis
Evaluation
Conceptual clustering
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10. GENERAL GUIDELINES
Read& critique the entire
study
Be objective& realistic
Comment on strengthsand
weakness
Give specific examples
Suggest alternatives
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11. GENERAL GUIDELINES
Use positive terms whenever
possible and say the positive
points first
Avoidvague generalizationsof
praise and fault findings
Be sensitivein handling
negative comments
Evaluatesubstantive, ethical,
methodologic, interpretative &
presentational dimensions
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12. INITIAL CRITIQUE
Whattypeofstudywas
conducted?
Whatwasthesetting?
Werethestepsclearly
identified?
Wastherealogicalflow?
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13. ELEMENTS OF A RESEARCH
CRITIQUE
Substantive & theoretical
dimensions
Methodologic dimensions
Ethical dimensions
Interpretive dimensions
Presentation / stylistic dimensions
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14. CRITERIA: INTRODUCTION
Is the purpose of the study
presented?
Is the significance (importance)
of the problem discussed?
Does the investigator provide a
sense of what he or she is
doing and why?
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15. PROBLEM STATEMENT
Istheproblemstatementclear?
Doestheinvestigatoridentify
keyresearchquestionsand
variablestobeexamined?
Doesthestudyhavethe
potentialtohelpsolvea
problemthatiscurrentlyfaced
inclinicalpractice?
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16. LITERATURE REVIEW
Does literature review follow a logical
sequence leading to a critical review
of supporting and conflicting prior
work?
Is the relationship of the study to
previous research clear?
Does the investigator describe gaps
in the literature and support the
necessity of the present study?
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17. Theoretical/Conceptual
Framework:
Checkifconceptualframeworkdescribed?
Ifnot,doesitdetractfromtheresearch?
Aretheconceptstobestudiedidentified
anddefined?
Aremeasuresforeachoftheconcepts
identifiedanddescribed?
Doestheresearchproblemflownaturally
fromtheconceptualframework?
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18. RESEARCH QUESTIONS/HYPOTHESES
Areresearchquestionsorhypotheses
formallystated?
Dotheresearchquestionsand
hypothesesnaturallyflowfromthe
researchproblemandtheoretical
framework?
Doeseachresearchquestionor
hypothesiscontainatleasttwo
variables?
Aretheresearchquestionsor
hypotheseswordedclearlyand
objectively?
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19. METHODOLOGY
Are the relevant variablesand conceptsclearly
and operationally defined?
Is the designappropriate for the research
questions or hypotheses?
Are methods of data collection sufficiently
described?
What are the identified and potential threats to
internal and external validity that were present
in the study?
If there was more than one data collector, was
the inter-rater reliability adequate?
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20. SAMPLE
Are the subjects and sampling
methods described?
Is the sample of sufficient size for the
study, given the number of variables
and design?
Is there adequate assurance that the
rights of human subjects were
protected?
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21. INSTRUMENTS
Are appropriate instruments for
data collection used?
Are reliability and validity of the
instruments adequate?
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22. DATA ANALYSIS
Are the statistical tests used identified and
the values reported?
Are appropriate statistics used, according to
level of measurement, sample size, sampling
method, and hypotheses / research
questions?
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23. RESULTS
Are the results for each hypothesis clearly
and objectively presented?
Do the figures and tables illuminate the
presentation of results?
Are results described in light of the
theoretical framework and supporting
literature?
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24. Conclusions / discussion
Are conclusions based on the results and
related to the hypotheses?
Are study limitations identified?
Are generalizations made within the scope of
the findings?
Are implications of findings discussed (i.e.,
for practice, education and research)?
Are recommendations for further research
stated?
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25. RESEARCH UTILIZATION
IMPLICATIONS
Is the study of sufficient quality to
meet the criterion of scientific merit?
Does the study meet the criterion of
replicability?
Is the study of relevance to practice?
Is the study feasible for nurses to
implement?
Do the benefits of the study outweigh
the risks?
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26. QUALITATIVE RESEARCH
EVALUATION
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27. STATEMENT OF THE
PHENOMENON OF INTEREST
Is the phenomenon of interest
clearly identified?
Has the researcher identified why
the phenomenon requires a
qualitative format?
Has the research described the
philosophic underpinnings of the
research?
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28. PURPOSE
Has the research made explicit
the purpose of conducting the
research?
Does the researcher describe the
projected significance of the
work to nursing?
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29. METHOD
Is the method used to collect data
compatible with the purpose of the
research?
Is the method adequate to address the
phenomenon of interest?
If a particular approach is used to
guide the inquiry, does the researcher
complete the study according to the
processes described?
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30. SAMPLING
Does the researcher describe
the selection of participants? Is
purposive sampling used?
Are the informants who were
chosen appropriate for
research?
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31. DATA COLLECTION
Is data collection focused on human
experience?
Does the researcher describe data
collection strategies (i.e. interview,
observation, field notes)?
Is protection of human participants
addressed?
Is saturation of the data described?
Has the researcher made explicit the
procedures for collecting data ?
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32. DATA ANALYSIS
Does the researcher describe the
strategies used to analyze the data?
Has the researcher remained true to the
data?
Does the reader understand the
procedures used to analyze the data?
Does researcher address the credibility,
auditability, and fittingness of the data?
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33. DATA ANALYSIS
Credibility
Dotheparticipantsrecognizetheexperienceas
theirown?
Auditability
Canthereaderfollowtheresearcher’sthinking?
Doestheresearcherdocumenttheresearch
process?
Fittingness
Can the findings be applicable outside the study
situation?
Are the results meaningful to individuals not
involved in the research?
Is the strategy used for analysis compatible with
the purpose of the study?
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34. FINDINGS
Are the findings presented within a
context?
Is the reader able to grasp the
essence of the experience from the
report of the findings?
Are the researcher’s
conceptualization true to the data?
Does the researcher place the report
in the context of what already is
known about the phenomenon?
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35. CONCLUSION, IMPLICATION &
RECOMMENDATIONS
Do the conclusions, implications and
recommendations give the reader a
context in which to use the findings?
Do the conclusions reflect the study
findings?
Does the researcher offer
recommendations for future study?
Has the researcher made explicit the
significance of the study to nursing?
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36. STYLES IN WRITING
More formal, impersonal fashion and
use passive voice
Make concluding evaluation statement
as to the overall worth and relevance
of the study
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37. So….
Research is the best possible means of
answering many questions, no single
study can provide conclusive evidence
Evidence is accumulated through the
conduct & evaluation of several
studies
Reader who can do reflective and
thorough critiques of research reports
play a role in advancing nursing
knowledge
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38. Awordaboutyourstyle:letyour
presentationbewellreasonedand
objective.Ifyoupassionatelydisagree
(oragree)withtheauthor,letyour
passioninspireyoutonewheightsof
thorough researchandreasoned
argument.
IN CONCLUSION…..
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39. REFERENCES
•Burns N, Grove SK. The Practice of Nursing Research
conduct, critique & utilization. 5 ed. W.B. Saunders
Company: Philadelphia; 2005.
•Bush CT. Nursing Research. 1 ed. Reston Publishing
company: Inc. Virginia; 1985.
•Hicks CM. Research Methods for Clinical Therapists –
applied project design and analysis. 3 ed. Churchill
Livingstone: London; 1999.
•PolitDF, Beck CT. Nursing Research Principles and
Methods. 7 ed. Lippincott Williams & Wilkins company:
Philadelphia; 2004.
•Talbot LA. Principles and practice of Nursing Research. 1
ed. Mosby Year book Inc: St Louis; 1995.
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40. THANK YOU
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