Evidence-Based Project

Evaluation Table

Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 4A: Critical Appraisal of Research

Full APA formatted citation of selected article.

Article #1 Article #2 Article #3 Article #4 McCalla S, Reilly M, Thomas R, McSpedon-Rai D, McMahon LA, Palumbo M. An automated hand hygiene compliance system is associated with decreased rates of health care-associated infections. Am J Infect Control. 2018 Dec;46(12):1381-1386. doi: 10.1016/j.ajic.2018.05.0 17. Epub 2018 Jul 6. PMID: 30509358.

Wałaszek, M., Kołpa, M., Wolak, Z., Różańska, A., & Wójkowska Mach, J. (2018). Patient as a Partner in Healthcare Associated Infection Prevention. International journal of environmental research and public health, 15(4),

Hong, T. S., Bush, E. C., Hauenstein, M. F., Lafontant, A., Li, C., Wanderer, J. P., & Ehrenfeld, J. M. (2015). A hand hygiene compliance check system: brief communication on a system to improve hand hygiene compliance in hospitals and reduce infection. Journal of medical systems, 39(6), 69.

Jenner, E. A., Watson, P. W. B., Miller, L., Jones, F., & Scott, G. M. (2002). Explaining hand hygiene practice: an extended application of the Theory of Planned Behaviour. Psycho logy, Health & Medicine, 7(3), 311-326.

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Evidence Level * (I, II, or III)

Conceptual Framework

Describe the theoretical basis for the study (If there is not one mentioned in the article, say that here).**

Design/Method

Describe the design and how the study was carried out (In detail, including inclusion/exclusion criteria). Sample/Setting

The number and characteristics of patients, attrition rate, etc.

Major Variables Studied

List and define dependent and independent variables Measurement

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Identify primary statistics used to answer clinical questions (You need to list the actual tests done). Data Analysis Statistical or Qualitative findings

(You need to enter the actual numbers determined by the statistical tests or qualitative data). Findings and Recommendations

General findings and recommendations of the research Appraisal and Study Quality

Describe the general worth of this research to practice.

What are the strengths and limitations of study?

What are the risks associated with implementation of the suggested practices or processes detailed in the research?

What is the feasibility of use in your practice?

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Key findings

Outcomes

General Notes/Comments

*These levels are from the Johns Hopkins Nursing Evidence-Based Practice: Evidence Level and Quality Guide

● Level I Experimental, randomized controlled trial (RCT), systematic review RTCs with or without meta-analysis

● Level II Quasi-experimental studies, systematic review of a combination of RCTs and quasi-experimental studies, or quasi-experimental studies only, with or without meta-analysis

● Level III Nonexperimental, systematic review of RCTs, quasi-experimental with/without meta-analysis, qualitative, qualitative systematic review with/without meta-synthesis

● Level IV Respected authorities’ opinions, nationally recognized expert committee/consensus panel reports based on scientific evidence

● Level V Literature reviews, quality improvement, program evaluation, financial evaluation, case reports, nationally recognized expert(s) opinion based on experiential evidence

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**Note on Conceptual Framework

● The following information is from Walden academic guides which helps explain conceptual frameworks and the reasons they are used in research. Here is the link https://academicguides.waldenu.edu/library/conceptualframework

● Researchers create theoretical and conceptual frameworks that include a philosophical and methodological model to help design their work. A formal theory provides context for the outcome of the events conducted in the research. The data collection and analysis are also based on the theoretical and conceptual framework.

● As stated by Grant and Osanloo (2014), “Without a theoretical framework, the structure and vision for a study is unclear, much like a house that cannot be constructed without a blueprint. By contrast, a research plan that contains a theoretical framework allows the dissertation study to be strong and structured with an organized flow from one chapter to the next.”

● Theoretical and conceptual frameworks provide evidence of academic standards and procedure. They also offer an explanation of why the study is pertinent and how the researcher expects to fill the gap in the literature.

● Literature does not always clearly delineate between a theoretical or conceptual framework. With that being said, there are slight differences between the two.

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References

The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing dvidence-based practice: appendix C: evidence level and quality guide. Retrieved October 23, 2019 from https://www.hopkinsmedicine.org/evidence-based-practice/_docs/appendix_c_evidence_level_quality_guide.pdf

Grant, C., & Osanloo, A. (2014). Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your" House". Administrative Issues Journal: Education, Practice, and Research, 4(2), 12-26.

Walden University Academic Guides (n.d.). Conceptual & theoretical frameworks overview. Retrieved October 23, 2019 from https://academicguides.waldenu.edu/library/conceptualframework

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