Academic Success and Professional Development Plan Part 3: Research Analysis
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.
To Prepare:
- Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.
- Use the Walden Library to identify and 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.
Expert Answer and Explanation
Module 3 Part 3: Research Analysis
Step 1: Research Analysis
| Topic of Interest: | |||||
| Research Article: | Abu-Baker, N. N., AbuAlrub, S., Obeidat, R. F., & Assmairan, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1), 1–8. https://doi.org/10.1186/s12912-020-00522-x | ||||
| Professional Practice Use:
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The article titled “Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students” explores the essential role of evidence-based practice (EBP) in nursing education. The theories and concepts presented in this article are instrumental in shaping the professional practice of nursing students.
They provide a foundational understanding of the significance of EBP in delivering high-quality patient care. By instilling EBP beliefs and principles, nursing educators equip students with the knowledge and skills needed to critically evaluate research evidence, incorporate it into their clinical decision-making processes, and continually update their practice based on the latest evidence. These theories and concepts foster a culture of continuous learning and improvement among nursing students, ensuring that they graduate with a strong commitment to delivering evidence-based, patient-centered care in their future professional roles, which ultimately enhances the quality and safety of healthcare delivery. |
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| Research Analysis Matrix
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Strengths of the Research | Limitations of the Research | Relevancy to Topic of Interest | Notes | |
| The study used a cross-sectional design to survey a large sample of undergraduate nursing students from a variety of schools in Jordan. This sample size is sufficient to generalize the findings to the larger population of undergraduate nursing students. | The study used a cross-sectional design, which means that it cannot determine causality. It is possible that other factors, such as students’ clinical experiences or faculty support, may influence EBP beliefs and implementations. | The study is relevant to the topic of EBP in nursing education. EBP is an essential skill for nurses, and it is important to understand the factors that influence EBP beliefs and implementations in nursing students. This information can be used to develop strategies to improve EBP education in nursing schools. | EBP is a process of using the best available evidence to make decisions about patient care. EBP is important because it helps nurses to provide safe and effective care that is based on the latest research evidence.
Undergraduate nursing students are taught about EBP in their nursing education programs. However, many students face challenges in implementing EBP in practice. The study discussed above found that some of the most common challenges faced by students include lack of time, lack of access to resources, and lack of support from colleagues. Nursing educators can play an important role in helping students to prepare for EBP in practice |
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| The study used a validated questionnaire to measure evidence-based practice (EBP) beliefs and implementations. This questionnaire is reliable and valid, meaning that it consistently measures what it is intended to measure.
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The study was conducted in Jordan, so the findings may not be generalizable to nursing students in other countries. | ||||
| The study used descriptive and inferential statistics to analyze the data. This allowed the researchers to identify patterns and trends in the data, as well as to test their hypotheses.
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The study relied on self-reported data, which may be subject to bias. | ||||
| The study found that undergraduate nursing students have positive beliefs about EBP, but that they face some challenges in implementing EBP in practice. This information is valuable for nursing educators, who can use it to develop strategies to help students prepare for EBP in practice.
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The study did not collect data on students’ EBP knowledge or skills, so it is unclear how these factors relate to EBP beliefs and implementations. | ||||
| The study is well-written and easy to understand. The researchers clearly describe their methods and findings, and they discuss the limitations of their study and the implications of their findings for future research and practice.
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The study did not follow students over time to assess how their EBP beliefs and implementations changed as they progressed through their nursing education. | ||||
Step 2: Summary of Analysis