HLT 362 Assignment: Article Analysis and Evaluation of Research Ethics
Sample Answer for HLT 362 Assignment: Article Analysis and Evaluation of Research Ethics Included After Question
Description:
Search the GCU Library and find one new health care article that uses quantitative research. Do not use an article from a previous assignment, or that appears in the Topic Materials or textbook.
Complete an article analysis and ethics evaluation of the research using the “Article Analysis and Evaluation of Research Ethics” template. See Chapter 5 of your textbook as needed, for assistance
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
A Sample Answer For the Assignment: HLT 362 Assignment: Article Analysis and Evaluation of Research Ethics
Title: HLT 362 Assignment: Article Analysis and Evaluation of Research Ethics
Article Analysis and Evaluation of Research Ethics
| Article Citation and Permalink
(APA format) |
Article 1
Ribeiro, I. L. A., Bellissimo-Rodrigues, W. T., Mussolin, M. G., Innocentini, L. M. A. R., Marangoni, A. T. D., Macedo, L. D., … & Bellissimo-Rodrigues, F. (2022). Impact of a dental care intervention on the hospital mortality of critically ill patients admitted to intensive care units: A quasi-experimental study. American Journal of Infection Control. Permalink: https://doi.org/10.1016/j.ajic.2022.01.022
|
| Point | Description |
| Broad Topic Area/Title | The Impact of a dental care intervention on the hospital mortality of critically ill patients admitted to intensive care units. |
| Problem Statement
(What is the problem research is addressing?) |
The research is addressing the problem of dental hygiene among critically ill patients in the intensive care units.
There is a growing body of evidence indicating that dental care is an important consideration for critically ill patients in the intensive care unit (ICU). A number of studies have demonstrated that poor oral hygiene can lead to a number of serious health complications, including nosocomial infections, pneumonia, and ventilator-associated respiratory tract infections. Furthermore, several studies have shown that dental care can improve patient outcomes, including reducing ICU length of stay and hospital costs. Given the growing body of evidence supporting the importance of dental care for critically ill patients in the ICU, it is surprising that this type of care is often overlooked or considered unimportant by many healthcare providers. |
| Purpose Statement
(What is the purpose of the study?) |
The aim of the study is to assess the effect of dental care on the risk of mortality and ventilator-associated pneumonia in critically ill patients (VAP). |
| Research Questions
(What questions does the research seek to answer?) |
i. Does poor oral health considered a risk factor among critically-ill patients in the intensive care units?
ii. Does that practice of adding dentist to the intensive care teams prevent respiratory tract infections among patients? iii. Does the provision of dental care to the critically-ill patients reduce their risk of death? |
| Define Hypothesis
(Or state the correct hypothesis based upon variables used) |
Null Hypothesis: There is no significant impact of dental care intervention on the hospital mortality for critically ill patients admitted to intensive care units.
Alternative Hypothesis: There is significant impact of dental care intervention on the hospital mortality for critically ill patients admitted to intensive care units. |
| Identify Dependent and Independent Variables and Type of Data for the Variables | Dependent variables
i. Rates of dental care interventions (continuous data) Independent variable i. Rates of mortality (continuous data) |
| Population of Interest for Study | Critically ill patients in the intensive care units |
| Sample | The sample size for the study was 355. In other words, 355 patients were identified from the intensive care units. |
| Sampling Method | Simple random sampling |
| Identify Data Collection
Identify how data were collected |
The data was derived from 5,147 dental procedures that were performed among the patients in the intensive care units. The recorded data was then analyzed. |
| Summarize Data Collection Approach | The study’s data was collected from 5,147 dental procedures performed in the critical care unit for two hospitals. After each procedure, the rate of mortality was recorded. The data collection was done between 2016 and 2019. The procedure was repeated for the sample population that was identified. |
| Discuss Data Analysis
Include what types of statistical tests were used for the variables. |
ü The process of data analysis involved descriptive statistics to show the attributes of data and to determine the best inferential statistics to use.
ü Researchers also employed time-series analysis: The time series indicated that ICU mortality were 36.11%, 32.71%, and 32.30% three years before interventions and 28.71% during and after the interventions. ü Autoregressive integrated moving average was mostly used in the process of data analysis. |
|
Summarize Results of Study |
ü The study found that critically ill patients who received a dental care intervention had a significantly reduced hospital mortality rate as compared to those who did not receive the intervention. The authors suggest that providing dental care to critically ill patients may be an important way to reduce their risk of death. ü A dental care intervention focused on oral cleanliness and periodontal therapy delivered to critically sick patients on a regular basis by dentists may reduce their chance of dying in the ICU. |
| Summary of Assumptions and Limitations
Identify the assumptions and limitations from the article. Report other potential assumptions and limitations of your review not listed by the author. |
The study made a number of assumptions in its investigation of the impact of a dental care intervention on the hospital mortality of critically ill patients. First, the study assumed that all critically ill patients would have access to dental care. Second, the study assumed that all patients would receive the same level of care. Third, the study did not adjust for potentially important confounders, such as severity of illness. Finally, here was an assumption of variance equivalence. In other words, the dataset used to test the hypothesis was believed to have equal variances. The continuous data set was likewise considered to be regularly distributed. The study had some limitations, including a lack of data on patients’ long-term outcomes and the use of different settings across the hospitals studied. However, the study found that dental care interventions were associated with lower hospital mortality rates, and thus may be beneficial for critically ill patients. |
Ethical Considerations
The study by Ribeiro (2022) looked at the impact of a dental care intervention on the hospital mortality of critically ill patients. The authors considered different ethical considerations in the research process. First, authors ensured that all patients involved in the study understood the procedures and sign informed consent forms. One of the cornerstones of ethical research is informed consent. Informed consent means that potential participants are fully informed about the risks and benefits of participating in a study, and understand what they are consenting to. This is necessary to protect research participants from being taken advantage of, and also to ensure that they are making an informed decision about whether or not to participate in a study (Tindana et al., 2020). Potential risks and benefits can be difficult for participants to understand, so researchers must take care to communicate this information clearly and concisely. Informed consent forms must also be clear about who is sponsoring the study, as well as any financial compensation (or lack thereof) that participants may receive.
Second, the study was designed in such a way that any potential risks were minimized. When conducting any type of research, it is important to weigh the potential risks and benefits associated with the study. This is particularly true when it comes to human participants, as any risks must be minimized in order to protect the safety and welfare of participants. One approach to minimizing potential risks is through the use of a risk-benefit assessment. This assessment helps researchers identify and understand the risks and benefits of a study before it begins, so that they can make informed decisions about how best to proceed (Chen et al., 2020). It also allows for continued evaluation of risks and benefits throughout the course of the research. Another key factor in minimizing risk is obtaining informed consent from all participants. Informed consent ensures that individuals are fully aware of any potential risks in the research process. Finally, the data should be analyzed and interpreted carefully to ensure that any conclusions drawn are accurate and reliable.
References
Chen, C., Lee, P. I., Pain, K. J., Delgado, D., Cole, C. L., & Campion Jr, T. R. (2020). Replacing paper informed consent with electronic informed consent for research in academic medical centers: a scoping review. AMIA Summits on Translational Science Proceedings, 2020, 80. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7233043/
Ribeiro, I. L. A., Bellissimo-Rodrigues, W. T., Mussolin, M. G., Innocentini, L. M. A. R., Marangoni, A. T. D., Macedo, L. D., … & Bellissimo-Rodrigues, F. (2022). Impact of a dental care intervention on the hospital mortality of critically ill patients admitted to intensive care units: A quasi-experimental study. American Journal of Infection Control. https://doi.org/10.1016/j.ajic.2022.01.022
Tindana, P., Depuur, C., de Vries, J., Seeley, J., & Parker, M. (2020). Informed consent in genomic research and biobanking: taking feedback of findings seriously. Global Bioethics, 31(1), 200-215. https://doi.org/10.1080/11287462.2020.1717896
Objectives:
1. Analyze a specified data set.
2. Describe how data influences epidemiological practices.
3. Evaluate data analyzed from research articles using different types of variables.
Description:
Read Chapter 5 in Applied Statistics for Health Care.
Excel for Windows Training
Description:
Review the “Excel for Windows Training” modules, located on the Microsoft Office website, and use them as resources for the Summary and Descriptive Data assignment, as needed.
The Visual Learner: Statistics
Description:
Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.
Ethics in Medical Research and Publication
Description:
Read “Ethics in Medical Research and Publication,” by Masic, Hodzic, and Mulic, from International Journal of Preventative Medicine(2014).
Chapter 2. Health Databases and Health Database Organizations: Uses, Benefits, and Concerns
Description:
Read “Chapter 2. Health Databases and Health Database Organizations: Uses, Benefits, and Concerns,” by Donaldson and Lohr, from the online eBook, Health Data in the Information Age: Use, Discloser, and Privacy (1994), available on the National Center for Biotechnology Information (NCBI) website.
Using Epidemiological Data to Guide Clinical Practice: Review of Studies on Cardiovascular Disease and Use of Combined Oral Contraceptives
Description:
Read “Using Epidemiological Data to Guide Clinical Practice: Review of Studies on Cardiovascular Disease and Use of Combined Oral Contraceptives,” by Hannaford and Owen-Smith, from BMJ (1998).
Secondary Data Analysis: Ethical Issues and Challenges
Description:
Read “Secondary Data Analysis: Ethical Issues and Challenges,” by Tripathy, from Iranian Journal of Public Health
(2013).
What Are the Major Ethical Issues in Conducting Research? Is There a Conflict Between the Research Ethics and the Nature of Nursing?
Description:
Read “What Are the Major Ethical Issues in Conducting Research? Is There a Conflict Between the Research Ethics and the Nature of Nursing?” by Fouka and Mantzorou, from Health Scinece Journal (2011).
Ethical Challenges of Researchers in Qualitative Studies: The Necessity to Develop a Specific Guideline
Description:
Read “Ethical Challenges of Researchers in Qualitative Studies: The Necessity to Develop a Specific Guideline,” by Sanjari, Bahramnezhad, Fomani, Shoghi, and Cheraghi, from Journal of Medical Ethics and History of Medicine (2014).
Challenges in Conducting Qualitative Research in Health: A Conceptual Paper
Description:
Read “Challenges in Conducting Qualitative Research in Health: A Conceptual Paper,” by Khankeh, Ranjbar, Khorasani-Zavareh, Zargham-Boroujeni, and Johansson, from Iranian Journal of Nursing and Midwifery Research (2015).
Article Analysis and Evaluation of Research Ethics
Description:
Use the “Article Analysis and Evaluation of Research Ethics” template to complete the Article Analysis and Evaluation of Research Ethics assignment.
National Cancer Institute Data
Description:
Use the “National Cancer Institute Data” Excel spreadsheet to complete the Summary and Descriptive Statistics assignment.
As we begin this session, I would like to take this opportunity to clarify my expectations for this course:
Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).
Course Room Etiquette:
- It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
- All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!
Office Hours:
- My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
- Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
- I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.
Late Policy and Grading Policy
Discussion questions:
- I do not mark off for late DQ’s.
- I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
- I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
- Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.
Assignments:
- Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
- Any activity or assignment submitted after the due date will be subject to GCU’s late policy
- Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
- No assignments can be accepted for grading after midnight on the final day of class.
- All assignments will be graded in accordance with the Assignment Grading Rubrics
Participation
- Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
- Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
- It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
- A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
- Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
- I do expect outside sources as well as class materials to formulate your post.
- APA format is not necessary for DQ responses, but I do expect a proper citation for references.
- Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
- I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
- Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.
Plagiarism
- Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
- Please review your LopesWrite report prior to final submission.
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).
Plagiarism includes:
- Representing the ideas, expressions, or materials of another without due credit.
- Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
- Failing to document direct quotations without proper citation and referencing.
- Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
- If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.
LopesWrite
- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.
Assignment Submissions
- Please note that Microsoft Office is the software requirement at GCU.
- I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
- If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.
Grade of Incomplete
- The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
- The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
- Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.
Grade Disputes
- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
- While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
- However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.
HLT 362 Assignment: Article Analysis and Evaluation of Research Ethics Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |