Step'by-step guide to critiquing

research. Part 1: quantitative research

Michaei Coughian, Patricia Cronin, Frances Ryan

appraising the strengths and limitations of a piece of research

in order to determine its credibility and/or its applicability
Abstract to practice (Valente, 2003). Seeking only limitations in a
When caring for patients it is essential that nurses are using the study is criticism and critiquing and criticism are not the
current best practice. To determine what this is, nurses must be able same (Burns and Grove, 1997). A critique is an impersonal
to read research critically. But for many qualified and student nurses evaluation of the strengths and limitations of the research
the terminology used in research can be difficult to understand being reviewed and should not be seen as a disparagement
thus making critical reading even more daunting. It is imperative of the researchers ability. Neither should it be regarded as
in nursing that care has its foundations in sound research and it is a jousting match between the researcher and the reviewer.
essential that all nurses have the ability to critically appraise research Burns and Grove (1999) call this an 'intellectual critique'
to identify what is best practice. This article is a step-by step-approach in that it is not the creator but the creation that is being
to critiquing quantitative research to help nurses demystify the evaluated. The reviewer maintains objectivity throughout
process and decode the terminology. the critique. No personal views are expressed by the
reviewer and the strengths and/or limitations of the study
Key words: Quantitative research Review process • Research and the imphcations of these are highlighted with reference
methodologies to research texts or journals. It is also important to remember
that research works within the realms of probability where
nothing is absolutely certain. It is therefore important to
]or many qualified nurses and nursing students refer to the apparent strengths, limitations and findings
research is research, and it is often quite difficult of a piece of research (Burns and Grove, 1997). The use
to grasp what others are referring to when they of personal pronouns is also avoided in order that an
discuss the limitations and or strengths within appearance of objectivity can be maintained.
a research study. Research texts and journals refer to
critiquing the literature, critical analysis, reviewing the Credibility and integrity
literature, evaluation and appraisal of the literature which There are numerous tools available to help both novice and
are in essence the same thing (Bassett and Bassett, 2003). advanced reviewers to critique research studies (Tanner,
Terminology in research can be confusing for the novice 2003). These tools generally ask questions that can help the
research reader where a term like 'random' refers to an reviewer to determine the degree to which the steps in the
organized manner of selecting items or participants, and the research process were followed. However, some steps are
word 'significance' is applied to a degree of chance. Thus more important than others and very few tools acknowledge
the aim of this article is to take a step-by-step approach to this. Ryan-Wenger (1992) suggests that questions in a
critiquing research in an attempt to help nurses demystify critiquing tool can be subdivided in those that are useful
the process and decode the terminology. for getting a feel for the study being presented which she
When caring for patients it is essential that nurses are calls 'credibility variables' and those that are essential for
using the current best practice. To determine what this is evaluating the research process called 'integrity variables'.
nurses must be able to read research. The adage 'All that Credibility variables concentrate on how believable the
glitters is not gold' is also true in research. Not all research work appears and focus on the researcher's qualifications and
is of the same quality or of a high standard and therefore ability to undertake and accurately present the study. The
nurses should not simply take research at face value simply answers to these questions are important when critiquing
because it has been published (Cullum and Droogan, 1999; a piece of research as they can offer the reader an insight
Rolit and Beck, 2006). Critiquing is a systematic method of into \vhat to expect in the remainder of the study.
However, the reader should be aware that identified strengths
and limitations within this section will not necessarily
Michael Coughlan, Patricia Cronin and Frances Ryan are Lecturers,
correspond with what will be found in the rest of the work.
School of Nursing and Midwifery, University of Dubhn, Trinity
College, Dublin
Integrity questions, on the other hand, are interested in the
robustness of the research method, seeking to identify how
Accepted for publication: March 2007 appropriately and accurately the researcher followed the
steps in the research process. The answers to these questions

658 British Journal of Nursing. 2007. Vol 16, No II

 RESEARCH METHODOLOGIES

Table 1. Research questions - guidelines for critiquing a quantitative research study

Elements influencing the beiievabiiity of the research
Elements Questions
Writing styie Is the report well written - concise, grammatically correct, avoid the use of jargon? Is it weil iaid out and
organized?
Author Do the researcher(s') quaiifications/position indicate a degree of knowledge in this particuiar field?
Report titie Is the title clear, accurate and unambiguous?
Abstract Does the abstract offer a clear overview of the study including the research problem, sample,
methodology, finding and recommendations?

Elements influencing the robustness of the research

Elements Questions
Purpose/research Is the purpose of the study/research problem clearly identified?
Problem
Does the research report foilow the steps of the research process in a iogical manner? Do these steps
Logical consistency naturally fiow and are the iinks ciear?
is the review Iogicaily organized? Does it offer a balanced critical anaiysis of the iiterature? is the majority
Literature review of the literature of recent origin? is it mainly from primary sources and of an empirical nature?
Has a conceptual or theoretical framework been identified? Is the framework adequately described?
Theoreticai framework is the framework appropriate?
Aims/objectives/ Have alms and objectives, a research question or hypothesis been identified? If so are they clearly
research question/ stated? Do they reflect the information presented in the iiterature review?
hypotheses
Sampie Has the target popuiation been cieariy identified? How were the sample selected? Was it a probability
or non-probabiiity sampie? is it of adequate size? Are the indusion/exciusion criteria dearly identified?
Ethicai considerations Were the participants fuiiy informed about the nature of the research? Was the autonomy/
confidentiaiity of the participants guaranteed? Were the participants protected from harm? Was ethicai
permission granted for the study?
Operational definitions Are aii the terms, theories and concepts mentioned in the study dearly defined?
Methodology is the research design cieariy identified? Has the data gathering instrument been described? is the
instrument appropriate? How was it deveioped? Were reliabiiity and validity testing undertaken and the
resuits discussed? Was a piiot study undertaken?
Data Anaiysis / results What type of data and statisticai analysis was undertaken? Was it appropriate? How many of the sampie
participated? Significance of the findings?
Discussion Are the findings iinked back to the iiterature review? if a hypothesis was identified was it supported?
Were the strengths and limitations of the study including generalizability discussed? Was a
recommendation for further research made?
References Were ali the books, journais and other media aliuded to in the study accurateiy referenced?

will help to identify the trustworthiness of the study and its Author(s)
applicability to nursing practice. The author(s') qualifications and job title can be a useful
indicator into the researcher(s') knowledge of the area
Critiquing the research steps under investigation and ability to ask the appropriate
In critiquing the steps in the research process a number questions (Conkin Dale, 2005). Conversely a research
of questions need to be asked. However, these questions study should be evaluated on its own merits and not
are seeking more than a simple 'yes' or 'no' answer. The assumed to be valid and reliable simply based on the
questions are posed to stimulate the reviewer to consider author(s') qualifications.
the implications of what the researcher has done. Does the
way a step has been applied appear to add to the strength Report title
of the study or does it appear as a possible limitation to The title should be between 10 and 15 words long and
implementation of the study's findings? {Table 1). should clearly identify for the reader the purpose of the
study (Connell Meehan, 1999). Titles that are too long or
Eiements influencing beiievabiiity of the study too short can be confusing or misleading (Parahoo, 2006).
Writing style
Research reports should be well written, grammatically Abstract
correct, concise and well organized.The use ofjargon should The abstract should provide a succinct overview of the
be avoided where possible. The style should be such that it research and should include information regarding the
attracts the reader to read on (Polit and Beck, 2006). purpose of the study, method, sample size and selection.

Hritislijourn.il of Nursing. 2007. Vol 16. No 11 659

 the main findings and conclusions and recommendations Theoretical framework
(Conkin Dale, 2005). From the abstract the reader should Following the identification of the research problem
be able to determine if the study is of interest and whether and the review of the literature the researcher should
or not to continue reading (Parahoo, 2006). present the theoretical framework (Bassett and Bassett,
2003). Theoretical frameworks are a concept that novice
Eiements influencing robustness and experienced researchers find confusing. It is initially
Purpose of the study/research problem important to note that not all research studies use a defined
A research problem is often first presented to the reader in theoretical framework (Robson, 2002). A theoretical
the introduction to the study (Bassett and Bassett, 2003). framework can be a conceptual model that is used as a
Depending on what is to be investigated some authors will guide for the study (Conkin Dale, 2005) or themes from
refer to it as the purpose of the study. In either case the the literature that are conceptually mapped and used to set
statement should at least broadly indicate to the reader what boundaries for the research (Miles and Huberman, 1994).
is to be studied (Polit and Beck, 2006). Broad problems are A sound framework also identifies the various concepts
often multi-faceted and will need to become narrower and being studied and the relationship between those concepts
more focused before they can be researched. In this the (Burns and Grove, 1997). Such relationships should have
literature review can play a major role (Parahoo, 2006). been identified in the literature. The research study should
then build on this theory through empirical observation.
Logical consistency Some theoretical frameworks may include a hypothesis.
A research study needs to follow the steps in the process in a Theoretical frameworks tend to be better developed in
logical manner.There should also be a clear link between the experimental and quasi-experimental studies and often
steps beginning with the purpose of the study and following poorly developed or non-existent in descriptive studies
through the literature review, the theoretical framework, the (Burns and Grove, 1999).The theoretical framework should
research question, the methodology section, the data analysis, be clearly identified and explained to the reader.
and the findings (Ryan-Wenger, 1992).
Aims and objectives/research question/
Literature review research hypothesis
The primary purpose of the literature review is to define The purpose of the aims and objectives of a study, the research
or develop the research question while also identifying question and the research hypothesis is to form a link between
an appropriate method of data collection (Burns and the initially stated purpose of the study or research problem
Grove, 1997). It should also help to identify any gaps in and how the study will be undertaken (Burns and Grove,
the literature relating to the problem and to suggest how 1999). They should be clearly stated and be congruent with
those gaps might be filled. The literature review should the data presented in the literature review. The use of these
demonstrate an appropriate depth and breadth of reading items is dependent on the type of research being performed.
around the topic in question. The majority of studies Some descriptive studies may not identify any of these items
included should be of recent origin and ideally less than but simply refer to the purpose of the study or the research
five years old. However, there may be exceptions to this, problem, others will include either aims and objectives or
for example, in areas where there is a lack of research, or a research questions (Burns and Grove, 1999). Correlational
seminal or all-important piece of work that is still relevant to designs, study the relationships that exist between two or
current practice. It is important also that the review should more variables and accordingly use either a research question
include some historical as well as contemporary material or hypothesis. Experimental and quasi-experimental studies
in order to put the subject being studied into context. The should clearly state a hypothesis identifying the variables to
depth of coverage will depend on the nature of the subject, be manipulated, the population that is being studied and the
for example, for a subject with a vast range of literature then predicted outcome (Burns and Grove, 1999).
the review will need to concentrate on a very specific area
(Carnwell, 1997). Another important consideration is the Sample and sample size
type and source of hterature presented. Primary empirical The degree to which a sample reflects the population it
data from the original source is more favourable than a was drawn from is known as representativeness and in
secondary source or anecdotal information where the quantitative research this is a decisive factor in determining
author relies on personal evidence or opinion that is not the adequacy of a study (Polit and Beck, 2006). In order
founded on research. to select a sample that is likely to be representative and
A good review usually begins with an introduction which thus identify findings that are probably generalizable to
identifies the key words used to conduct the search and the target population a probability sample should be used
information about which databases were used. The themes (Parahoo, 2006). The size of the sample is also important in
that emerged from the literature should then be presented quantitative research as small samples are at risk of being
and discussed (Carnwell, 1997). In presenting previous overly representative of small subgroups within the target
work it is important that the data is reviewed critically, population. For example, if, in a sample of general nurses, it
highlighting both the strengths and limitations of the study. was noticed that 40% of the respondents were males, then
It should also be compared and contrasted with the findings males would appear to be over represented in the sample,
of other studies (Burns and Grove, 1997). thereby creating a sampling error. The risk of sampling

660 Britishjournal of Nursing. 2007. Vol 16. No II

 RESEARCH METHODOLOGIES

errors decrease as larger sample sizes are used (Burns and Methodology: research design
Grove, 1997). In selecting the sample the researcher should Methodology refers to the nuts and bolts of how a
clearly identify who the target population are and what research study is undertaken. There are a number of
criteria were used to include or exclude participants. It important elements that need to be referred to here and
should also be evident how the sample was selected and the first of these is the research design. There are several
how many were invited to participate (Russell, 2005). types of quantitative studies that can be structured under
the headings of true experimental, quasi-experimental
Ethical considerations and non-experimental designs (Robson, 2002) {Table 2).
Beauchamp and Childress (2001) identify four fundamental Although it is outside the remit of this article, within each
moral principles: autonomy, non-maleficence, beneficence of these categories there are a range of designs that will
and justice. Autonomy infers that an individual has the right impact on how the data collection and data analysis phases
to freely decide to participate in a research study without of the study are undertaken. However, Robson (2002)
fear of coercion and with a full knowledge of what is being states these designs are similar in many respects as most
investigated. Non-maleficence imphes an intention of not are concerned with patterns of group behaviour, averages,
harming and preventing harm occurring to participants tendencies and properties.
both of a physical and psychological nature (Parahoo,
2006). Beneficence is interpreted as the research benefiting Methodology: data collection
the participant and society as a whole (Beauchamp and The next element to consider after the research design
Childress, 2001). Justice is concerned with all participants is the data collection method. In a quantitative study any
being treated as equals and no one group of individuals number of strategies can be adopted when collecting data
receiving preferential treatment because, for example, of and these can include interviews, questionnaires, attitude
their position in society (Parahoo, 2006). Beauchamp and scales or observational tools. Questionnaires are the most
Childress (2001) also identify four moral rules that are both commonly used data gathering instruments and consist
closely connected to each other and with the principle of mainly of closed questions with a choice of fixed answers.
autonomy. They are veracity (truthfulness), fidelity (loyalty Postal questionnaires are administered via the mail and have
and trust), confidentiality and privacy.The latter pair are often the value of perceived anonymity. Questionnaires can also be
linked and imply that the researcher has a duty to respect the administered in face-to-face interviews or in some instances
confidentiality and/or the anonymity of participants and over the telephone (Polit and Beck, 2006).
non-participating subjects.
Ethical committees or institutional review boards have to Methodology: instrument design
give approval before research can be undertaken. Their role After identifying the appropriate data gathering method
is to determine that ethical principles are being applied and the next step that needs to be considered is the design
that the rights of the individual are being adhered to (Burns of the instrument. Researchers have the choice of using
and Grove, 1999). a previously designed instrument or developing one for
the study and this choice should be clearly declared for
Operational definitions the reader. Designing an instrument is a protracted and
In a research study the researcher needs to ensure that sometimes difficult process (Burns and Grove, 1997) but the
the reader understands what is meant by the terms and overall aim is that the final questions will be clearly linked
concepts that are used in the research. To ensure this any to the research questions and will elicit accurate information
concepts or terms referred to should be clearly defined and will help achieve the goals of the research.This, however,
(Parahoo, 2006). needs to be demonstrated by the researcher.

Table 2. Research designs

Sample
Design Sample allocation Features Outcome

Experimental 2 or more groups Random • Groups get • Cause and effiect relationship
different treatments
Qucisl-experimental One or more groups Random • One variable has not • Cause and effect relationship
been manipuiated or but iess powerful than
controlled (usually experimental
because it cannot be)
Non-experimental, One or more groups Not applicable • Discover new meaning • Possible hypothesis for
e.g. descriptive and • Describe what already future research
Includes: cross-sectional. exists • Tentative explanations
correlationai. • Measure the relationship
comparative. between two or more
iongitudinal studies variables

Britishjournal of Nursing. 2007. Vol 16. No 11 661

 If a previously designed instrument is selected the researcher rule out one important threat to validity and that is that the
should clearly establish that chosen instrument is the most result could be due to chance rather than to real differences
appropriate.This is achieved by outlining how the instrument in the population. Quantitative studies usually identify the
has measured the concepts under study. Previously designed lowest level of significance as PsO.O5 (P = probability)
instruments are often in the form of standardized tests (Clegg, 1990).
or scales that have been developed for the purpose of To enhance readability researchers frequently present
measuring a range of views, perceptions, attitudes, opinions their findings and data analysis section under the headings
or even abilities. There are a multitude of tests and scales of the research questions (Russell, 2005). This can help the
available, therefore the researcher is expected to provide the reviewer determine if the results that are presented clearly
appropriate evidence in relation to the validity and reliability answer the research questions. Tables, charts and graphs may
of the instrument (Polit and Beck, 2006). be used to summarize the results and should be accurate,
clearly identified and enhance the presentation of results
Methodology: validity and reliability (Russell, 2005).
One of the most important features of any instrument is The percentage of the sample who participated in
that it measures the concept being studied in an unwavering the study is an important element in considering the
and consistent way. These are addressed under the broad generalizability of the results. At least fifty percent of the
headings of validity and reliability respectively. In general, sample is needed to participate if a response bias is to be
validity is described as the ability of the instrument to avoided (Polit and Beck, 2006).
measure what it is supposed to measure and reliability the
instrument's ability to consistently and accurately measure Discussion/conclusion/recommendations
the concept under study (Wood et al, 2006). For the most The discussion of the findings should Oow logically from the
part, if a well established 'off the shelf instrument has been data and should be related back to the literature review thus
used and not adapted in any way, the validity and reliability placing the study in context (Russell, 2002). If the hypothesis
will have been determined already and the researcher was deemed to have been supported by the findings,
should outline what this is. However, if the instrument the researcher should develop this in the discussion. If a
has been adapted in any way or is being used for a new theoretical or conceptual framework was used in the study
population then previous validity and reliability will not then the relationship with the findings should be explored.
apply. In these circumstances the researcher should indicate Any interpretations or inferences drawn should be clearly
how the reliability and validity of the adapted instrument identified as such and consistent with the results.
was established (Polit and Beck, 2006). The significance of the findings should be stated but
To establish if the chosen instrument is clear and these should be considered within the overall strengths
unambiguous and to ensure that the proposed study has and limitations of the study (Polit and Beck, 2006). In this
been conceptually well planned a mini-version of the main section some consideration should be given to whether
study, referred to as a pilot study, should be undertaken before or not the findings of the study were generalizable, also
the main study. Samples used in the pilot study are generally referred to as external validity. Not all studies make a claim
omitted from the main study. Following the pilot study the to generalizability but the researcher should have undertaken
researcher may adjust definitions, alter the research question, an assessment of the key factors in the design, sampling and
address changes to the measuring instrument or even alter analysis of the study to support any such claim.
the sampling strategy. Finally the researcher should have explored the clinical
Having described the research design, the researcher should significance and relevance of the study. Applying findings
outline in clear, logical steps the process by which the data in practice should be suggested with caution and will
was collected. All steps should be fully described and easy to obviously depend on the nature and purpose of the study.
follow (Russell, 2005). In addition, the researcher should make relevant and
meaningful suggestions for future research in the area
Analysis and results (Connell Meehan, 1999).
Data analysis in quantitative research studies is often seen
as a daunting process. Much of this is associated with References
apparently complex language and the notion of statistical The research study should conclude with an accurate list
tests. The researcher should clearly identify what statistical of all the books; journal articles, reports and other media
tests were undertaken, why these tests were used and that were referred to in the work (Polit and Beck, 2006).
what •were the results. A rule of thumb is that studies that The referenced material is also a useful source of further
are descriptive in design only use descriptive statistics, information on the subject being studied.
correlational studies, quasi-experimental and experimental
studies use inferential statistics. The latter is subdivided Conciusions
into tests to measure relationships and differences between The process of critiquing involves an in-depth examination
variables (Clegg, 1990). of each stage of the research process. It is not a criticism but
Inferential statistical tests are used to identify if a rather an impersonal scrutiny of a piece of work using a
relationship or difference between variables is statistically balanced and objective approach, the purpose of which is to
significant. Statistical significance helps the researcher to highlight both strengths and weaknesses, in order to identify

662 Uritish Journal of Nursinii. 2007. Vol 16. No II

 RESEARCH METHODOLOGIES

whether a piece of research is trustworthy and unbiased. As Russell C (2005) Evaluating quantitative researcli reports. Nephrol Nurs J
32(1): 61-4
nursing practice is becoming increasingly more evidenced Ryan-Wenger N (1992) Guidelines for critique of a research report. Heart
based, it is important that care has its foundations in sound Lung 21(4): 394-401
Tanner J (2003) Reading and critiquing research. BrJ Perioper Nurs 13(4):
research. It is therefore important that all nurses have the 162-4
ability to critically appraise research in order to identify what Valente S (2003) Research dissemination and utilization: Improving care at
the bedside.J Nurs Care Quality 18(2): 114-21
is best practice. HH Wood MJ, Ross-Kerr JC, Brink PJ (2006) Basic Steps in Planning Nursing
Research: From Question to Proposal 6th edn. Jones and Bartlett, Sudbury

Bassett C, B.issett J (2003) Reading and critiquing research. BrJ Perioper

NriK 13(4): 162-4
Beauchamp T, Childress J (2001) Principles of Biomedical Ethics. 5th edn.
O.xford University Press, Oxford KEY POINTS
Burns N, Grove S (1997) The Practice of Nursing Research: Conduct, Critique
and Utilization. 3rd edn.WB Saunders Company, Philadelphia I Many qualified and student nurses have difficulty
Burns N, Grove S (1999) Understanding Nursing Research. 2nd edn. WB
Saunders Company. Philadelphia understanding the concepts and terminology associated
Carnell R (1997) Critiquing research. Nurs Pract 8(12): 16-21 with research and research critique.
Clegg F (1990) Simple Statistics: A Course Book for the Social Sciences. 2nd edn.
Cambridge University Press. Cambridge IThe ability to critically read research is essential if the
Conkin DaleJ (2005) Critiquing research for use in practice.J Pediatr Health
Care 19: 183-6 profession is to achieve and maintain its goal to be
Connell Meehan T (1999) The research critique. In:Treacy P, Hyde A, eds. evidenced based.
Nursing Research and Design. UCD Press, Dublin: 57-74
Cullum N. Droogan J (1999) Using research and the role of systematic
IA critique of a piece of research is not a criticism of
reviews of the literature. In: Mulhall A. Le May A. eds. Nursing Research:
Dissemination and Implementation. Churchill Livingstone, Edinburgh: the wori<, but an impersonai review to highlight the
109-23- strengths and iimitations of the study.
Miles M, Huberman A (1994) Qualitative Data Analysis. 2nd edn. Sage,
Thousand Oaks. Ca
Parahoo K (2006) Nursing Research: Principles, Process and Issties. 2nd edn. I It is important that all nurses have the ability to criticaiiy
Palgrave Macmillan. Houndmills Basingstoke appraise research In order to identify what is best
Polit D. Beck C (2006) Essentials of Nursing Care: Methods, Appraisal and
Utilization. 6th edn. Lippincott Williams and Wilkins, Philadelphia practice.
Robson C (2002) Reat World Research. 2nd edn. Blackwell Publishing,
O.xford

Critiquing Nursing Research 2nd edition

ISBN-W; 1- 85642-316-6; lSBN-13; 978-1-85642-316-8; 234 x 156 mm; p/back; 224 pages;
publicatior) November 2006; £25.99

Critiquing By John R Cutdiffe and Martin Ward

Nursing Research This 2nd edition of Critiquing Nursing Research retains the features which made the original
a 'best seller' whilst incorporating new material in order to expand the book's applicability. In
addition to reviewing and subsequently updating the material of the original text, the authors
2nd edition have added two further examples of approaches to crtitique along with examples and an
additonal chapter on how to critique research as part of the work of preparing a dissertation.
The fundamentals of the book however remain the same. It focuses specifically on critiquing
nursing research; the increasing requirement for nurses to become conversant with research,
understand its link with the use of evidence to underpin practice; and the movement towards
John Cutcliffe and Martin Ward
becoming an evidence-based discipline.
As nurse education around the world increasingly moves towards an all-graduate discipline, it
is vital for nurses to have the ability to critique research in order to benefit practice. This book
is the perfect tool for those seeking to gain or develop precisely that skill and is a must-have
for all students nurses, teachers and academics.

John Cutclitfe holds the 'David G. Braithwaite' Protessor of Nursing Endowed Chair at the University of Texas (Tyler); he is
also an Adjunct Professor of Psychiatric Nursing at Stenberg College International School of Nursing, Vancouver, Canada.
Matin Ward is an Independent tvtental Health Nurse Consultant and Director of tvlW Protessional Develcpment Ltd.

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