Critical Appraisal of Research Essay

Critical Appraisal of Research Essay

Best Practice

Besides physical illness, mental illness can reduce a caregiver’s productivity. Burnout is a significant determinant of care providers’ physical and mental wellness, and thus has an impact on productivity. Burnout among various health professionals, both juniors (medical students) and seniors (physicians and nurses), has been discussed in the research articles. Both organizational-directed and individual-directed interventions are necessary to address burnout (Panagioti et al., 2017). Following is a discussion of the best practice, along with a justification for the selection.

In the articles, the effectiveness of two interventions, individual-directed and organization-directed, is compared. Firmly, organization-directed interventions have been found to be associated with significant benefits in terms of burnout reduction when compared to individual-directed strategies; thus, it is regarded as the best practice. Organization-directed strategies include shift-work staffing, which is widely used, and work scheduling (Williams et al., 2015). In shift-work staffing, one group is in charge of the day shift, which runs from 8 a.m. to 5:30 p.m. on weekdays and 8 a.m. to 3 p.m. on weekends, while another group is in charge of the night shift (Williams et al., 2015). Most workers prefer this type of work arrangement because it allows them more time to spend with their families and on personal activities, and it is associated with a lower emotional burden, and thus a lower risk of burnout.

Physician-directed interventions, on the other hand, such as medical officer mindfulness programs, are dependent on the care provider’s behaviors, length of experience, healthcare setting, and communication skills, among other factors. As a result, physician-directed strategies are more likely to fail if the behavior, communication skills, and other personal characteristics of the care providers do not match the intervention (West et al., 2016). Organization-directed strategies, relying solely on good leadership and adequate resources to carry out their plans, are more reliable and, as a result, best practices in burnout mitigation.

 

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References

Panagioti, M., Panagopoulou, E., Bower, P., Lewith, G., Kontopantelis, E., Chew-Graham, C., Dawson, S., van Marwijk, H., Geraghty, K., & Esmail, A. (2017). Controlled interventions to reduce burnout in physicians: A systematic review and meta-analysis: A systematic review and meta-analysis. JAMA Internal Medicine, 177(2), 195–205. https://doi.org/10.1001/jamainternmed.2016.7674

West, C. P., Dyrbye, L. N., Erwin, P. J., & Shanafelt, T. D. (2016). Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis. Lancet, 388(10057), 2272–2281. https://doi.org/10.1016/s0140-6736(16)31279-x

Williams, D., Tricomi, G., Gupta, J., & Janise, A. (2015). Efficacy of burnout interventions in the medical education pipeline. Academic Psychiatry: The Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 39(1), 47–54. https://doi.org/10.1007/s40596-014-0197-5

 

 

Critical Appraisal Tool Worksheet Template

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
	Panagioti, M., Panagopoulou, E., Bower, P., Lewith, G., Kontopantelis, E., Chew-Graham, C., Dawson, S., van Marwijk, H., Geraghty, K., & Esmail, A. (2017). Controlled Interventions to Reduce Burnout in Physicians: A Systematic Review and Meta-analysis. JAMA internal medicine, 177(2), 195–205. https://doi.org/10.1001/jamainternmed.2016.7674. [2]	West, C. P., Dyrbye, L. N., Erwin, P. J., & Shanafelt, T. D. (2016). Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis. Lancet (London, England), 388(10057), 2272–2281. https://doi.org/10.1016/S0140-6736(16)31279-X. [3]	Williams, D., Tricomi, G., Gupta, J., & Janise, A. (2015). Efficacy of burnout interventions in the medical education pipeline. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 39(1), 47–54. https://doi.org/10.1007/s40596-014-0197-5. [4]	White, E. M., Aiken, L. H., Sloane, D. M., & McHugh, M. D. (2020). Nursing home work environment, care quality, registered nurse burnout and job dissatisfaction. Geriatric Nursing, 41(2), 158–164.
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   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?
Key findings
Outcomes
General Notes/Comments

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*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

**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.

References

The Johns Hopkins Hospital/Johns Hopkins University (n.d.). Johns Hopkins nursing evidence-based practice: appendix C: evidence level and quality guide. 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. https://academicguides.waldenu.edu/library/conceptualframework