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y back to the original
research purpose, and illustrate whether or not it has been
adequately addressed (Thorne and Darbyshire, 2005).
Conclusions, implications and recommendations
The researcher should conclude by placing the findings
in a context that indicates how this new information is of
interest, and its implications for nursing. These conclusions
should reflect the study’s findings and ideally should offer
recommendations as to how they may be developed.
References
An accurate list of all the books, journal articles, reports and
other media referred to in the study should be included in a
reference list at the end of the study (Polit and Beck, 2006).
For the reader who has an interest in the topic that was
studied, the reference list can be a good source of further
reading.
Conclusion
As with a quantitative study, critical analysis of a qualitative
study involves an in-depth review of how each step of the
research was undertaken. Because of the subjective nature of
qualitative research it is often regarded as more difficult to
critique. However, an evidenced-based profession cannot
accept any research at face value and needs to be able to
determine the strengths and limitations of studies when
reviewing the available literature on a topic. BJN
Beauchamp T, Childress J (2001) Principles of Biomedical Ethics. 5th edn. Oxford
University Press, Oxford
Burns N, Grove S (1999) Understanding Nursing Research. 2nd edn. WB Saunders,
Philadelphia
Burns N, Grove S (2001) The Practice of Nursing Research: Conduct, Critique and
Utilisation. WB Saunders, Philadelphia
Connell Meehan T (1999) The research critique. In: Treacy P, Hyde A (eds)
Nursing Research and Design. UCD Press, Dublin: 57–74
744 British Journal of Nursing, 2007, Vol 16, No 12
Coughlan M, Cronin P, Ryan F (2007) Step-by-step guide to critiquing
reasearch. Part 1: quantitative research. Br J Nurs 16(11): 658–63
Cronin P, Rawlings-Anderson K (2004) Knowledge for Contemporary Nursing
Practice. Mosby, Edinburgh
Denzin N, Lincoln Y (eds) (2003) Strategies of Qualitative Inquiry. 2nd edn. Sage,
Thousand Oaks, CA
Fossey E, Harvey C, McDermott F, Davidson L (2002) Understanding and
evaluating qualitative research. Aust N Z J Psychiatry 36(6): 717–32
Glaser B, Strauss A (1967) The Discovery of Grounded Theory: Strategies for
Qualitative Research. Aldine, Chicago
KEY POINTS
■ Qualitative and quantitative studies are fundamentally different approaches
to research and therefore need to be approached differently with regard to
critiquing.
■ Despite differences in philosophies and terminology, the various qualitative
methods have many similarities that can be categorized together.
■ Phenomena are not simply a number of different variables that can be
studied independently: they are more complex than the sum of their parts
and should be studied holistically.
■ Qualitative studies are perceived as being more difficult to critically evaluate
than quantitative studies; nevertheless, nurses need to be able to critique
qualitative research in order to identify best practice.
Holloway I, Wheeler S (2002) Qualitative Research in Nursing. 2nd edn.
Blackwell, Oxford
Hoye S, Severinsson E (2007) Methodological aspects of rigor in qualitative
nursing research on families involved in intensive care units: a literature
review.