Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.

Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.

In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.

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To Prepare:

Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.

Read one peer-reviewed research article focused on a topic in your specialty field that interests you.

Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.

The Assignment:

Using the “Module 4 | Part 4” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:

Your topic of interest:  The effect of anxiety and depression on completion/withdrawal status in patients admitted to substance abuse detoxification program.

References

Araujo, L., Goldberg, P., Eyma, J., Madhusoodanan, S., Buff, D. D., Shamim, K., & Brenner, R. (1996). The effect of anxiety and depression on completion/withdrawal status in patients admitted to substance abuse detoxification program. Journal Of Substance Abuse Treatment, 13(1), 61–66. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=mnh&AN=8699544&site=ehost-live&scope=site

My approach to identifying and analyzing peer-reviewed research was solely based on the numerous consultations I made to various library databases. However, since mots of the searches made on libraries are usually not classified in terms of peer-reviewed articles or not, there was the dire need to refine my search to ascertain that the results I found, in the end, were only peer-reviewed and excluded other articles (Angelo.edu, n.d). Thereafter, since not all the articles I found were up to date, I further refined the results to ensure the results were the most recent.

The two strategies that I used and found to be effective in as far as the finding of peer-reviewed research is concerned included limiting the search to only journals and checking to verify whether or not a given article is marked as peer-reviewed (Groll, 2017). The reason for the former is that peer-reviewed articles are usually quality works done by experts and not simply those handled by academicians or writers (Baumgartner, Lee & Kuhn, 2018). On the same note, journals also undergo strict scrutiny before they get published in the sites they can be accessed and a vast majority of them exclusive of letters, book reviews and editorials qualify to be peer-reviewed.

The one resource I intend to use in the future to find peer-reviewed research is checking the database Ulrichsweb.com. The latter marks articles as peer-reviewed and can serve as the best resource in as far as the checking of peer-reviewed articles and searches are concerned (McGowan et al., 2016). In order to use the above-mentioned website to find peer-reviewed research, then one needs to access the Ulrichsweb.com database. If at all there are a multitude of databases found in a single file or location, then one can search or view the databases in an alphabetical listing them click ‘U’ then navigate the options for the website.

References

Angelo.edu. (n.d). How to recognize peer-reviewed journals. [online] Available at: https://www.angelo.edu/services/library/handouts/peerrev.php [Accessed 15 Jan. 2020].

Baumgartner, J., Lee, J., & Kuhn, M. L. (2018). Graduate student professional development and a CURE-style course and peer-reviewed student publications. The FASEB Journal, 32(1_supplement), 535-28.

Groll, H. (2017). Peer Review: Searching for the one. eLife, 6, e32016.

McGowan, J., Sampson, M., Salzwedel, D. M., Cogo, E., Foerster, V., & Lefebvre, C. (2016). PRESS peer review of electronic search strategies: 2015 guideline statement. Journal of clinical epidemiology, 75, 40-46.

A correctly formatted APA citation of the article you selected, along  A correctly formatted APA citation of t

• A correctly formatted APA citation of the article you selected, along with link or search details.
• Identify a professional practice use of the theories/concepts presented in the article.
• Analysis of the article using the “Research Analysis Matrix” section of the template
• Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
• Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
  • Describe your approach to identifying and analyzing peer-reviewed research.
  • Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
  • Identify at least one resource you intend to use in the future to find peer-reviewed research.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.he article you selected, along with link or search details.

• Identify a professional practice use of the theories/concepts presented in the article.
• Analysis of the article using the “Research Analysis Matrix” section of the template
• Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.

Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:

Describe your approach to identifying and analyzing peer-reviewed research.

Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.

Identify at least one resource you intend to use in the future to find peer-reviewed research.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.The effect of anxiety and depression o K., & Brenner, R. (1996). The effect of anxiety and depression on completion/withdrawal status in patients admitted to substance abuse detoxification program. Journal Of Substance Abuse Treatment, 13(1), 61–66. Retrieved from https://&AN=8699544&site=ehost-live&scA correctly formatted APA citation of the article you selected, along with link or search details.

Step 2: Summary of Analysis

Craft a summary (2-3 paragraph) below that includes the following:

• Describe your approach to identifying and analyzing peer-reviewed research
• Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
• Identify at least one resource you intend to use in the future to find peer-reviewed research

I would recommend the article by Farmanova, Bonneville, and Bouchard (2018) to inform practice based on two rationales. First, grounded on the foundation of the research question. The question reflects an addition of knowledge concerning health literacy by persuading the reader that the selection of the research question is non-trivial and follows an existing literature on the topic. The other rationale is based on the methods used to justify the intended suitability for producing reliable and valid evidence to answer the research question. In addition, the authors typically present the Method section, where the process of conducting the study is given clearly. Moreover, results and analyses provide consistent responses to the study question and data collected. Hence, the study is reliable and valid for a scientific research.

Step 2: Summary of Analysis

            My approach to identifying and analyzing peer-reviewed research involves activities such as identification, understanding, recording, meaning-making, and information transmission of articles to a topic of interest. The search starts by seeking and examining peer-reviewed publications with information from the course readings. Most scholarly research articles are found in journals (Simmons et al., 2020). Then it would proceeds looking for clues to indicate that the author(s) is a researcher or scholar. I pay closer attention to authors’ credential written behind their names. Next is to check whether the original purpose of the article is for the original research or to further the readers’ understanding about a given topic. Another proper strategy is locating the methods section by paying attention to key words like peer-reviewed, qualitative, and quantitative.

Strategies that I find effective in locating peer-reviewed research is to use a specific database that is particular to an area of study. Consequently, it is essential to plan the research while highlighting key words pulled from the research question. As there are a number of articles, it becomes helpful to make use of filters to narrow down the searches for the previous five years and to provide full-text articles. One important thing about using Walden University Library is the separation of databases based on one’s academic year of study. I choose to use CINAHL Plus since it has journals tailored for nursing and other health professionals. For that reason, I intend to use CINAHL as it is user-friendly and allows one to choose only peer-reviewed articles. The site also has an excellent webinar transcript to show how to navigate by using main and subtopics for narrowing down the search.

References

Farmanova, E., Bonneville, L., & Bouchard, L. (January 01, 2018). Organizational health literacy: Review of theories, frameworks, guides, and implementation issues. Inquiry (United States), 55. https://doi.org/10.1177/0046958018757848

Simmons, S. C., Bui, C. M., Kim, C. H., Feldman, A. Z., Staley, E. M., & Pham, H. P. (January 01, 2020). Frequency of Alterations in Apheresis-Related Abstracts Prior to Publications as Peer-Reviewed Articles. Therapeutic Apheresis and Dialysis, 24, 2, 215-220. DOI: 10.1111/1744-9987.12866

Learning Resources

Required Readings

Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing. Retrieved from https://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/

Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. Austrian Institute of Radiography, 56(3), 6–10. Retrieved from http://www.minnisjournals.com.au/articles/radiographer%20smith%20dec%2009.pdf

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home

Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/webinars/technical

Document: Academic Success and Professional Development Plan Template (Word document)

Document: Introduction to Scholarly Writing: Tips for success (PDF)

Discussion: Using the Walden Library

  The article I selected that pertains to my practice area and is of great interest to me is Men, Depression, and Coping: are we on the Right Patch? The citation of the article is as follows:

Whittle, E. L., Fogarty, A. S., Tugendrajch, S., Player, M. J., Christensen, H., Wilhelm, K., . . . Proudfoot, J. (2015). Men, depression, and coping: Are we on the right path? Psychology of Men & Masculinity, 16(4), 426-438. doi:10.1037/a0039024

              As a mental health nurse, I am very passionate about male depression because most men choose to ignore or not to treat it. Depression affects men and women differently and when it occurs in men, it may be seen as unhealthy coping behavior (Whittle et al.,2015). Male depression often goes undiagnosed and this can result to disturbing effects if not treated. Surprisingly, male depression gets better with treatment. As a nurse, it’s my work to ensure that any person going through depression gets the required treatment. 

                 I used the Walden University Library database to search for the article using CINAHL Plus. It was easy to use as the results were filtered appropriately and it provided full text articles with citations. I also accessed the Walden University Library Fundamentals of Library Research page and had a look at the online tutorial of accessing databases. Later, I followed the link to the Nursing databases and had a look at the list of databases available (Databases: A-Z, 2020). I picked CINAHL and wrote my subject, depression in men. A list of what to choose from then followed.

               I did not experience difficulties accessing the articles and I would highly recommend the use of CINAHL. However, I hesitated because I was not sure whether I would find the list of nursing databases if I would not have followed the same link given in the recommended readings. At some point, I will have to navigate from the main Walden University webpage to establish a better way to navigate to the databases home page. Once successful, I will be using the database for future referencing. Its amazing that Walden gives students access to these articles because it makes it easier to go to the library and scan through text.  I will definitely recommend this way to anyone asking for assistance in research moving forward.

Introduction to Scholarly Writing: Tips for Success Program Transcript

FEMALE SPEAKER: Research and writing is a significant part of your academic experience at Walden. Many incoming students are competent at professional writing, but it’s important to remember that it’s very different from scholarly writing. Professional writing is based on experience, but scholarly writing is based on evidence. We anticipate some of the challenges you may face in scholarly writing, so here are a few tips for success.

In scholarly writing, you must identify who the audience is for your writing, and find your scholarly voice to present your research findings in an academically appropriate manner. You writing should be clear, concise, evidence-based, and objective.

Another common challenge many students face is very basic, but very manageable– the fear of writing. First, it’s necessary to identify your fears. Perhaps you received negative feedback in the past and it felt personal. Maybe you feel like you need your writing to be absolutely perfect, or that you’re the only one struggling to grasp a concept or technique.

I can assure you, you are not alone. Walden wants to help you succeed. The Walden Writing Center website, along with faculty, are available to guide you, advise you, and give the feedback necessary to help you grow and mature as a writer. Feedback is a crucial component to improve your writing, so don’t let it scare you. Ask for feedback from people you trust– your classmates, faculty, friends, or colleagues. Becoming a better writer is an ongoing, lifelong process. The more comfortable you are with receiving and implementing feedback and the revision process, the better your writing skills will become.

Another tip is to remember that it’s important to celebrate each victory you have along the way. When you finish your course or complete a paper, give yourself the credit you deserve for the accomplishment.

Last, and perhaps the most important, find your passion. Time management and persistence are important tools for finishing your degree, but the passion that drives you toward your goal is the fire that can help keep you motivated. Mountains of reading and long nights of writing are achievable if you ignite the passion for your work.

You’ve come to Walden to make a difference in yourself and in your community. Strive for excellence in your research and writing, and Walden will help guide you on the path that you choose.

here can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

• Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
• Begin searching for a peer-reviewed article that pertains to your practice area and interests you.

By Day 3 of Week 6

Post the following:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

By Day 6 of Week 6

Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources. Academic Success And Professional Development Plan Part 4: Research Analysis

Critical appraisal of quantitative and qualitative research literature

Tony Smith

University Department of Rural Health, Faculty of Health, University of Newcastle, Newcastle, New South Wales 2300, Australia.

Abstract Critical appraisal of research articles can be used to inform the design of new research studies. It can also be used by clinicians who wish to improve service quality by using the best available evidence to inform their practice. This paper describes a broad framework of critical appraisal of published research literature that covers both quantitative and qualitative methodologies.

The aim is the heart of a research study. It should be robust, concisely stated and specify a study factor, outcome factor(s) and reference population. Quantitative study designs, including sampling methods, can be ranked in order of the quality of the evidence they produce, with randomised control trials being ranked as level 1. The strength of evidence from qualitative research studies depends on the degree of rigour used in data collection and analysis, using techniques like theoretical sampling, triangulation and participant validation. Whatever the study design, it must be appropriate to address the aim of the study.

In critically appraising all research papers, there is a need to reflect on how well the conclusions flow logically from the results of the analysis and answer the original research question and how well the research applies to the population we are interested in.

Introduction

Reading critically and analysing the quality of research litera- ture are skills that are used in designing valid and reliable research studies. Consequently, formal postgraduate research training includes an element of critical appraisal. Undergraduate Medical Radiation Science programmes also include a component of criti- cal appraisal, linked to the generic graduate health professional attribute of “using research findings in clinical practice”1 – evi- dence based practice. Critical appraisal of research literature is an essential skill for all members of the health care team, including diagnostic radiographers, radiation therapists and sonographers, in order to develop models of evidence based practice that focus on optimal outcomes. Maintenance and improvement of the qual- ity and safety of health care demands the measurement of these outcomes. Hence, there is a further need for clinicians to have     a grasp of research methodologies so that they can design and implement effective quality assurance programmes using meth- ods that are both valid and reliable. This paper, therefore, aims   to provide a framework for critical appraisal that is relevant to medical radiation professionals involved in research, education or clinical practice.

There is a need to understand the terms “validity” and “reliability” to appreciate the rationale behind critical appraisal. Validity can be broadly divided into “construct” (or “internal”) validity and “external” validity. Construct validity is the degree to which a study uses methods and measurement techniques that allow legitimate inferences to be made from the findings – Is the methodology sound? In fact, construct validity has a number of types (face validity, criterion validity, concurrent validity and    so on). These are well explained by Trochim on his excellent web-site,2 as are many other quantitative and qualitative research concepts. External validity relates to the question of whether, given the methodology used, it is reasonable to generalise the findings to other populations or settings. The term reliability, on the other hand, refers to the “consistency” or “repeatability” of a study – Is the study reproducible? Well designed research, with good reliability, could be repeated at a different time or using a different population and give comparable results. Like validity, reliability has a number of types,2 the best known being inter-rater or inter-observer reliability.

All research is not of equal quality in terms of validity and reli- ability. When reading a research paper we are justified in reading critically and questioning the findings, especially whether or not we should accept the conclusions drawn from the study and adopt the recommendations. However, being critical is a challenge for both clinicians and early career researchers, generally because they assume that the researchers must be more expert than themselves. There is a tendency to believe that any research study that has made it into print must be of the highest quality. This is not universally true. Editors and publishers choose papers for a variety of reasons. Furthermore, journals also vary in terms of the quality of the papers they publish and they are rated according to an impact factor.3 However, even journals with a high impact fac- tor publish research of dubious quality, again, for various reasons. The first step in critically appraising a research article, therefore, is to reflect on the quality of the journal in which it is published. The second is to examine the track record of the authors in the particular field of study – Where are they from? What are their qualifications? Have they published in this field before? A search of Google Scholar or the Medline database can quickly answer these questions.

Some excellent resources are available to help develop criti- cal appraisal skills. Concise, logically structured, analytical approaches are described by Darzins, et al.4 and by Greenhalgh.5 The latter wrote a series of papers on research methods in the British Medical Journal – a valuable resource! The critical appraisal framework described below synthesises the work of these and other authors.