Using the casp qualitative studies checklist

Running head: EBP107: Evidence-Based Practice 1

EBP107: Evidence-Based Practice

EBP107: Evidence-Based Practice 2

Table of Contents

2.3 Appropriateness of methodology..............................................................................................5

3 Is the research worth continuing?....................................................................................................5

3.5 Results and discussion...............................................................................................................7

4 Evidence Based Practice (EBP) and recommendations..................................................................8

2 Validity of results
According to CASP qualitative studies checklist, the forts step of evaluation of a qualitative study is to evaluate whether the results are valid or not. This, according to CASP qualitative studies checklist, will involve evaluating the title, the abstract, statement of aims of the research, methodology and the research design employed.

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EBP107: Evidence-Based Practice 5

studies research checklist, a research aim needs to be clearly stated. Arpey et al. (20170 meets this condition as the research aim is clearly stated and explained.

3.1 Appropriateness of the research design
Although Arprey et al. (2017) has identified data collection methods to use, the researchers have not appropriately justified the research design. The researchers have not adequately justified the research design because they have not discussed how they decided to choose the methods they have used to collect data. It should be pointed out that an effective qualitative research paper needs to discuss how they select the method used in data collection (Taherdoos, 2016). Arpey et al. (2017) has not met this CASP qualitative studies checklist criteria.

3.2 Recruitment strategy
According to the CASP qualitative studies checklist, a qualitative research paper needs to identify and explain a recruitment strategy to attain research aims. Arpey et al. (2017) explain clearly how the research participants were chosen. According to the study, the 80 interviewees selected are the most appropriate to provide the study's knowledge. Although the group selected agreed to take part in the research, a discussion has not been provided on whether there are others who refused to take part in the study. Overall, the recruitment strategy sought to recruit low SES patients, and this was appropriate to the aims of the research. In any research, especially qualitative research, it is important the recruitment strategy is suitable and leads to the attainment of research aims and goals (Creswell, 2015). To a greater extent, the Arpey et al. (2017) recruitment strategy is suitable for attaining the aims of the research,

3.4 Relationship between researchers and participants
Reviewing Arpey et al. (2017), the researchers have not adequately considered the relationship between them and the participants. The researchers have not examined their roles and the potential bias and how this may influence the research question, data collection, and recruitment strategy (Forrest, 2017). This may affect the accuracy of results (Haradhan, 2018).

3.5 Results and discussion
Finally, section B of the CASP qualitative studies checklist determines the results of the research, including ethical issues taken into consideration, data analysis, and a clear statement of findings. Arpey et al. did not take into consideration ethical issues such as patient privacy.

4 Evidence-Based Practice (EBP) and recommendations.

Evidence-Based Practice (EBP) can be defined as integrating research evidence, patient preference, and clinician expertise/ skills t provide patient health care (Horntvedt et al., 2018). EBP provides a problem-solving approach based on research evidence and encourages health care providers to offer individualized patient care (Horntvedt et al., 2018). It is recommended that the findings of Arpey et al. (2017) be incorporated in the EPB in the following ways:

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6 References
Arpey, N. C., Gaglioti, A. H., & Rosenbaum, M. E. (2017). How socioeconomic status

Creswell, J.W. (2015). Qualitative Inquiry & Research Design: Choosing Among the Five Approaches. Thousand Oaks, CA: SAGE Publications, Inc. (pp. 77-83)
Engbers, T. (2016). Comparative research: An approach to teaching research methods
in political science and public administration. Teaching Public Administration
34(3): 270–283. Accessed from:
https://journals.sagepub.com/doi/10.1177/0144739416640850
Forrest, S. (2017). Teaching social science research methods to undergraduate medical
students: The state of the art and opportunities for practice and curriculum
development. Teaching Public Administration 35(3): 280–300Accessed from:

Florin, J., Ehrenberg, A., Wallin, L, and Gustavsson, P. (2012). Educational support for research utilization and capability beliefs regarding evidence-based practice skills: a national survey of senior nursing students. J Adv Nurs. 2012;68:888–97.

Haradhan, K. (2018). Qualitative research methodology in social sciences and related
subjects. Journal of Economic Development, Environment, and People, 7/2018, Issue No: 1, pp, 23-48. Accessed from:
detail?id=640546
Horntvedt, T., Nordsteien, A.., Fermann, T. et al. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Med Educ 18, 172 (2018). https://doi.org/10.1186/s12909-018-1278-z
Silverman, D. (2014). Qualitative Research: Issues of Theory, Method and Practice,
Third Edition. London, Thousand Oaks, New Delhi, Singapore: Sage Publication Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. Available at SSRN:
https://ssrn.com/abstract=3205035 or