CRITIQUING RESEARCH

Presentation by
Ms. Reshma S R MSN-CCN, RN, RM
Lecturer, Upasana College of Nursing
What is meant by critical?

To be critical does not mean to criticize in an exclusively

negative manner. To be critical of a text means to
question the information and opinions in the text, in an
attempt to evaluate or judge its worth overall.
 What is a critical review?
A critical review (sometimes called a critique, critical
commentary, critical appraisal and critical analysis) is a detailed
commentary on and critical evaluation of a text. Critical review
may carry out a as a stand-alone exercise, or as part of your
research and preparation for writing a literature review.
Critical Review of a Research Article

Research critique is a planned, careful critical evaluation of a

piece of research work against the prespecified criteria to
judge the strengths and weaknesses of the research study.
Critique should be balanced, where alternative suggestions
must be provided to further enforce the strengths and
eliminate the weaknesses of the study to improve overall
quality of the research project.
WHAT IS RESEARCH CRITIQUE?

A critical evaluation / appraisal of

a research report.
 RESEARCH CRITIQUE – DEFINITION

“Systematic, unbiased, careful examination of all aspects of

a study to judge the merits, limitations, meaning and
significance based on previous research experience and
knowledge of the topic”

- Burns, N. & Grove, S., 2005.

RESEARCH CRITIQUE …

Requires
• critical thinking,
• appraisal &
• intellectual skill
 Importance of research critique

• To broaden understanding for use in practice.

• For implementing an evidence- based nursing practice.

• Encourages nurses to participate in clinical inquiry and

provide evidence for use in practice.
 Purposes
• To provide inputs regarding the strength and weakness of a
study to the researchers.

• To provide suggestions to the students regarding the

methodological flaws in their research project and also
to evaluate the understanding of research by the
students.
• To judge the scientific merits of the study.

• To take a decision whether to publish the study in

journal or not.
 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
 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
 CRITIQUE PROCESS

 Comprehension

 Comparison

 Analysis

 Evaluation

 Conceptual clustering
 GENERAL GUIDELINES

 Read & critique the entire study

 Be objective & realistic

 Comment on strengths and weakness

 Give specific examples
 Suggest alternatives
 GENERAL GUIDELINES

 Use positive terms whenever possible and say the

positive points first

 Avoid vague generalizations of praise and fault findings

 Be sensitive in handling negative comments

 Evaluate substantive, ethical, methodologic, interpretative

& presentational dimensions
INITIAL CRITIQUE

 What type of study was conducted?

 What was the setting?

 Were the steps clearly identified?

 Was there a logical flow?

 ELEMENTS OF A RESEARCH CRITIQUE

 Substantive & theoretical dimensions

 Methodologic dimensions

 Ethical dimensions

 Interpretive dimensions

 Presentation / stylistic dimensions

 Guidelines for Writing a Research Critique

• Read and understand the research report carefully.

• Carryout the critical appraisal of all the aspects of the

research report before writing the critique of a research
report.

• Avoid general vague statements; be objective and sensitive

while framing the negative comments, and be practical by
considering all the limitations of the research.
• Keep a balanced approach in the research critique by
presenting both strong and weak points of report,
because certainly no report without any negative
aspects.

• Positive and negative points must be supported with

examples to make a clear stand about the strengths and
weaknesses of the research report.
Guidelines for critiquing the research report

Some of the positive points of the study can be gathered from

the questions formulated; more the number of questions
answered with ‘yes’, the better the study is considered. A rating
scale may be used for critiquing a research report.
CRITIQUE OF THE STUDY 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?
 CRITIQUE OF THE STUDY BACKGROUND
 Research problem/ Problem statement

 Is the problem statement clearly and concisely

articulated?

 Is the problem significant for nursing profession and

has the researcher provided good argument for the
significance?
 Cont.…

 Is the problem not complex to study and

appropriately delimited in its scope?

 Does the investigator identify key research

questions and variables to be examined?

 Does the study have the potential to help

solve a problem that is currently faced in
clinical practice
 Cont.…

• Does the problem statement clearly depict the variables,

population, and place of the study?

• Is the research problem feasible to study in reference to

time, resources, researcher’s ability and availability of
respondents?

• Is the research problem directed to develop or test the

nursing theories?
 Objectives

 Are the objectives in accordance with research problem?

 Are the objectives stated in clear and concise form?

 Are the objectives stated using accepted action verbs in

logical manner?

 Operational definitions

 Are all the study variables operationally defined?

 Are operational definitions stated in logical and

measurable form?
 Hypotheses/ Research quesions
 Are the hypotheses stated? If not, does the researcher
provide sufficient information for not stating the
hypotheses?
 Are hypotheses logically related with the research
problem and objectives?
 If stated, are the hypotheses clear? Specific? Testable?
 Whether hypotheses are stated in measurable terms by
stating the level of significance to accept or reject the
hypothesis?
 Are hypotheses stated in a way that they express a predicted
relationship between two or more variables?
 Cont.…

 Are hypotheses based on conceptual framework used in

research study?

 Are research questions or hypotheses formally stated?

 Do the research questions on hypothesis naturally flow from the

research problem and the theoretical framework?

 Does each resource question or the hypothesis contain at least 2

variables ?

 Are the research questions or hypothesis worded clearly and

objectively ?
 Conceptual framework

 Is conceptual framework appropriate

and in accordance with research
problem?

 Is conceptual framework based on a nursing theory

or a theory from other related disciplines?

 Are all the concepts in conceptual framework

clearly, adequately, and logically defined and
articulated in a way that they help either in
the testing or generation of a theory?
 Check if conceptual framework described?

 If not, does it detract from the research?

 Are the concepts to be studied identified and

defined?

 Are measures for each of the concepts identified

and described?

 Does the research problem flow naturally from the

conceptual framework?
 Literature review
 Is the literature completely in accordance with research
problem and covers majority of available studies on the
topic under study?

 Is the literature reviewed from the current and primary

sources?

 Is the literature review well-organized under subheadings in

a chronological order according to the year of the study?

 Is the literature review presented in an analytical way to

draw the meaningful inferences?
• 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 ?
 CRITIQUE OF THE METHODOLOGICAL ASPECTS

 Research design

 Is the design specified correctly? What was the design used?

 Is the design appropriate to answer the research

question?

 Did the researcher attempt to control for threats to

internal and external validity?
 Are the relevant variables and concepts clearly and
operationally defined?

 Is the design appropriate 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?
 Sample and sampling technique

 Is the sample size adequate?

 Is the sample likely to be similar to members of population

overall?

 Are the criteria for including and/or excluding people or

items from sample clear and appropriate?

 Is an appropriate sampling technique used to draw a

sample from population?
 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?
 Data collection method and tools

 Are the instruments or other means for data

collection described sufficiently?

 Are the reliability and validity of instruments addressed?

Are those adequate?

 Are data collection method described clearly?

 Are the data collection methods appropriate? Could the

researcher mentioned the specific benefits and problems
faced by the research with particular methods of data
collection?
 Ethical considerations

 Are the participants safe from any physical harms, risks,

psychological and social distress and discomfort?

 Is confidentiality of information and anonymity

and privacy of subjects was maintained?

 Was an appropriate written or verbal consent taken from

all the study participants?

 Was a written permission obtained from competent

authority to conduct the research study?
 Cont.….

 If vulnerable populations were involved, was special

consideration given to informed consent and study
procedure?

 Was the benefits of the study outweighed the risk for

individual subjects and a risk/ benefit assessment
considered?

 Were subjects recruited, selected and assigned to

groups in an equitable way?
 CRITIQUE OF RESULTS, CONCLUSIONS, AND
MISCELLANEOUS ASPECTS OF THE STUDY
 Analysis of data
 Is the process used to analyze data clear?

 Whether the processes for data analysis appropriate

to answer the research question?
 Do the results provide, are they clear and
understandable?
Of tables are provided, are they clear and understandable?
 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?
 Analysis of data
For qualitative studies, some additional items for critique
include:
 Does the researcher provide sufficient examples of the data?

 Does the researcher describe processes that were used to

avoid biasing or influencing the data obtained and the
analysis procedures used?
 Results
• Are the results for each hypothesis clearly and objectively
presented?
• Does the figure and tables illuminate the presentation of
results ?Are the results described in light of the theoretical
framework and supporting literature?
 Interpretation and discussion of data

 Does the discussion ‘fit’ with the data? Is it logical based on

the data and results presented?

 Does the researcher discuss the findings in regard to previous

research?

 Does the researcher discuss the findings in regard to the

theoretical framework?
 Interpretation and discussion of data

 limitations of the study? How do these affect the quality of

the study?

 Does the researcher discuss implications for practice? Are

these appropriate?
 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)?
 Conclusion and recommendations

 Has the study concluded concisely and precisely

depicting most significant findings?

 Are the conclusions drawn in accordance with

study objectives, hypotheses/ assumptions, and
conceptual framework?

 Are recommendations for further research stated?

 Conclusion and recommendations

 Are practical recommendations made towards

improvement in the nursing practices?

 Are the recommendations consistent with the

research findings and results?

 Are the recommendations made with suggested

changes and improvements in the methodologies of the
further researcher studies on similar topics?
 References

 Are the intext references cited as per

recommended guidelines?

 Are the references relevant and completely

follow the recommended style?
 Analyzing and synthesizing information

Once all the relevant studies have been retrieved, read abstracted,
and critiqued, the information has to be analyzed and synthesized.
A thematic analysis essentially involves detecting patterns and
regularities, as well as inconsistencies. Several different types of
themes can be identified. Clearly, it is not possible even in lengthy
free-standing reviews to analyze all the themes identified.
Reviewers have to make decisions about which patterns to pursue.
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?

QUALITATIVE RESEARCH
EVALUATION
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?
 PURPOSE

 Has the research made explicit the purpose of

conducting the research?
 Does the researcher describe the projected significance
of the work to nursing?
 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?
 SAMPLING

 Does the researcher describe the selection of

participants? Is purposive sampling used?

 Are the informants who were chosen

appropriate for research?
 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 ?
 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?
 DATA ANALYSIS

 Credibility

 Do the participants recognize the experience as their own?

 Auditability
 Can the reader follow the researcher’s thinking?

 Does the researcher document the research process?

 DATA ANALYSIS

 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?
 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?
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?www.drjayeshpatidar.blogspot.in 59
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

www.drjayeshpatidar.blogspot.in 60
 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
www.drjayeshpatidar.blogspot.in 61
 IN
A wordCONCLUSION…..
about your style: let
presentation well reasoned you
be objective. you r
If passionately disagree
(or agree) with the author, and
let
your passion inspire you to new
heights research
thorough of and reasoned
argument.

www.drjayeshpatidar.blogspot.in 62
 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.
• Polit DF, 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.
www.drjayeshpatidar.blogspot.in 63
THANK
YOU

www.drjayeshpatidar.blogspot.in 64
 References

• Sharma SK. Nursing Research & Statistics. Second Edition.

Published by Elsevier India Private Limited; 2014.

• Polit DF, Beck CT. Nursing Research. Ninth edition.

Published by Wolters Kluwer India Private Limited; 2014.