Discussion: Complexities around promoting hand hygiene

Discussion: Complexities around promoting hand hygiene

Discussion: Complexities around promoting hand hygiene

For this assignment, you will be writing your own QUALITATIVE study critique (similar to what you did for me last week for the quantitative study critique, only this time critiquing a QUALITATIVE research study) on one of the studies provided to you.

 

Choose one qualitative journal article from this list:

 

Biezen, R., Grando, D., Mazza, D., & Brijnath, B. (2019). Visibility and transmission: complexities around promoting hand hygiene in young children: A qualitative study. BMC Public Health, 19(1), no pages.

 

da Silva Lins, H. N., Macêdo Paiva, L. K., Gonçalves de Souza, M., Cassimiro Lima, R. M., & Albuquerque, N. L. A. (2019). Experiences in women’s care: Doulas’ perception. Journal of Nursing UFPE / Revista de Enfermagem UFPE, 13(5), 1264–1269.

 

Mele, B., Goodarzi, Z., Hanson, H. M., & Holroyd-Leduc, J. (2019). Barriers and facilitators to diagnosing and managing apathy in Parkinson’s disease: A qualitative study. BMC Neurology, 19(1), no pages.

 

Assignment Instructions

– Read your selected journal article entirely.

– Analyze the journal article and use the specific questions that are outlined in Gray, Grove, and Sutherland (2017) found on the attachment section to construct your analysis of your chosen QUALITATIVE research study. (See Word Attachment)

 

These are the main headers of your paper:

 

1- Identifying the Steps of the Qualitative Research Process

 

2- Determination of Strengths and Weaknesses of Qualitative Studies

 

3- Evaluating a Qualitative Study

 

You have many questions to address in your assignment. They should be in complete sentences (i.e., bullet point responses are not acceptable!).

– APA format is required in your assignment Word document.

– Page length, excluding the title and references list, is between five and seven pages.

– Minimun Two (2) references.

– Free of plagiarism (Turnitin Assignment)

For this assignment, you will be writing your own QUALITATIVE study critique (similar to what you did for me last week for the quantitative study critique, only this time critiquing a QUALITATIVE research study) on one of the studies provided to you.

Choose one qualitative journal article from this list:

Biezen, R., Grando, D., Mazza, D., & Brijnath, B. (2019). Visibility and transmission: complexities around promoting hand hygiene in young children: A qualitative study . BMC Public Health, 19(1), no pages.

da Silva Lins, H. N., Macêdo Paiva, L. K., Gonçalves de Souza, M., Cassimiro Lima, R. M., & Albuquerque, N. L. A. (2019). Experiences in women’s care: Doulas’ perception . Journal of Nursing UFPE / Revista de Enfermagem UFPE, 13(5), 1264–1269.

Mele, B., Goodarzi, Z., Hanson, H. M., & Holroyd-Leduc, J. (2019). Barriers and facilitators to diagnosing and managing apathy in Parkinson’s disease: A qualitative study . BMC Neurology, 19(1), no pages. Discussion: Complexities around promoting hand hygiene

Assignment Instructions

– Read your selected journal article entirely.

– Analyze the journal article and use the specific questions that are outlined in Gray, Grove, and Sutherland (2017) found on the attachment section to construct your analysis of your chosen QUALITATIVE research study. (See Word Attachment)

These are the main headers of your paper:

1- Identifying the Steps of the Qualitative Research Process

2- Determination of Strengths and Weaknesses of Qualitative Studies

3- Evaluating a Qualitative Study

You have many questions to address in your assignment. They should be in complete sentences (i.e., bullet point responses are not acceptable!).

– APA format is required in your assignment Word document.

– Page length, excluding the title and references list, is between five and seven pages.

– Minimun Two (2) references.

– Free of plagiarism (Turnitin Assignment)

Critical Appraisal Process for Qualitative Studies

Critical appraisal of qualitative studies requires different detailed guidelines than those used when appraising a quantitative study (Marshall & Rossman, 2016; Sandelowski, 2008), because the different qualitative approaches have different standards of quality than do quantitative approaches. However, appraisals of quantitative and qualitative studies follow the same three major steps in the appraisal process (see Box 18-1) and have a common purpose—determining the credibility and trustworthiness of the findings. The integrity of the design and methods affects the credibility and meaningfulness of qualitative findings and their usefulness in clinical practice (Melnyk & Fineout-Overholt, 2015; Pickler & Butz, 2007). Burns (1989) first described the standards for rigorous qualitative research almost 30 years ago. Since that time, other criteria have been published (Cesario, Morin, & Santa-Donato, 2002; Clissett,

2008; Melnyk & Fineout-Overholt, 2015; Morse, 2012; Pickler & Butz, 2007), including one book on evaluating qualitative research (Roller & Lavrakas, 2015). The standards by which qualitative research should be appraised have been the source of considerable debate (Cohen & Crabtree, 2008; Hannes, 2011; Liamputtong, 2013; Mackey, 2012; Nelson, 2008; Roller & Lavrakas, 2015; Stige,

Malterud, & Midtgarden, 2009; Whittemore, Chase, & Mandle, 2001). Nurses critically appraising qualitative studies need three prerequisite characteristics in applying rigorous appraisal standards. Without these prerequisites, nurses may miss potential valuable contributions qualitative studies might make to the knowledge base of nursing. These required prerequisite characteristics are

addressed in the following section.

Prerequisites for Critical Appraisal of Qualitative Studies

The first prerequisite for appraising qualitative studies is an appreciation for the philosophical foundation of qualitative research (Melnyk & Fineout-Overholt, 2015) (Box 18-3). Qualitative researchers design their studies to be congruent with one of a wide range of philosophies, such as phenomenology, symbolic interactionism, and hermeneutics, each of which espouses slightly different methods and approaches to gaining new knowledge (Charmaz, 2014; Corbin & Strauss, 2015; Kaestle, 1992; Marshall & Rossman, 2016; Munhall, 2012; Norlyk & Harder, 2010). Without an appreciation for the philosophical perspective supporting the study being critically appraised, the appraiser may not appropriately apply standards of rigor that are congruent with that perspective

(Melnyk & Fineout-Overholt, 2015). Although unique, the qualitative philosophies are similar in their views of the uniqueness of the individual and the value of the individual’s perspective. Chapter 4 contains more information on the different philosophies that are foundational to qualitative research.

Box 18-3

Prerequisites for Critically Appraising Qualitative Research

• Appreciation for the philosophical foundation of qualitative research

• Basic knowledge of different qualitative approaches

• Respect for the participant’s perspective

Guided by an appreciation of qualitative philosophical perspectives, nurses appraising a qualitative study can evaluate the approach used to gather, analyze, and interpret the data (Miles et al., 2014). A basic knowledge of different qualitative approaches is as essential for appraisal of qualitative studies as knowledge of quantitative research designs is for appraising

quantitative studies (see Box 18-3; Munhall, 2012). Spending an extended time in the culture, organization, or setting that is the focus of the study is an expectation for ethnography studies but would not be expected for a phenomenological study. A researcher using a grounded theory approach is expected to analyze data to extract social processes and construct connections among emerging concepts (Charmaz, 2014). Phenomenological researchers are expected to produce a rich, detailed description of a lived experience. Knowing these distinctions is a prerequisite to fair and objective critical appraisal of qualitative studies. What one expects to find in a qualitative research report may be the primary determinant of one’s appraisal of the quality of that study

(Morse, 2012; Sandelowski & Barroso, 2007).

Box 18-3 outlines the prerequisites of philosophical foundation, type of qualitative study, and openness to study participants that direct the implementation of the following guidelines for critically appraising qualitative studies. Appreciating philosophical perspectives and knowing qualitative approaches are superficial, however, without respect for the participant’s

perspective. Qualitative philosophers are similar in their views of the uniqueness of the individual and the value of the individuals’ perspective. That basic valuing creates an openness to hearing a participant’s story and perceiving the person’s life, in context. This openness allows qualitative researchers and nurses using the findings to perceive different truths and to

acknowledge the depth, richness, and complexity inherent in the lives of all the patients we serve.

Step I: Identifying the Steps of the Qualitative Research Process in Studies

As with quantitative research, you will start by reviewing the title and abstract. Reading the article completely is essential when critically appraising a study, because you need to use all of the information that the researchers provided. If you are unfamiliar with the qualitative approach that was used, this is a good time to look it up in Chapter 4 of this book or in other qualitative research sources listed in the references of this chapter.

Guidelines for Identifying the Steps of the Qualitative Research Process

QUESTIONS:

The following questions are provided to help you identify the key elements of the study.

I. Introduction

A. Describe the researchers’ qualifications. Take note of their employers, professions, levels of educational preparation, clinical expertise, and research experience. Have the researchers conducted previous studies on this topic or with this population? Not all of this information will be available in the article, so you will need to search for additional information about the researchers online (Fothergill & Lipp, 2014). Discussion: Complexities around promoting hand hygiene