Similarities and Differences in Students Perceptions of the Stereotype Profiles - Book Report/Review Example

Research Critique Introduction. According to Polit et al, research can be described, "as a systematic inquiry that uses disciplined method to answer questions or solve problems" (Polit et al 2001:4). The purpose of this paper is to critically analyse a chosen piece of health and social care research work and assess its validity and utility, using a critical framework as guideline. Critiquing a research work involves a careful examination of all aspects of the study, to assess its strength, limitations, meanings and relevance, in a bid to gain adequate up to date knowledge, improve practice and provide essential data necessary for further studies (Hek, 1999; Burns and Grove, 1999; Parahoo, 1997). Moreover, the enormous emphasis, in recent times, placed on evidence based healthcare further necessitate the need for HSC practitioners to develop their own sense of critical evaluation of available data/information, as this empowers them to make better analysis and derive judgement from evidences upon which practice is based. Along this line, Polit et al (2001) and Hek (1996), argue that research critique help practicing nurses to think about how study findings can be appropriately used and in planning utilisation projects. Critique For the purpose of this assignment, the research study to be critique is a study titled 'Will Opposites Attract Similarities And Differences In Students' Perceptions Of The Stereotype Profiles Of Other Health And Social Care Professional Groups' by S. Hean et al (2006) and published in the Journal of Interprofessional Care, March 2006; 20(2): 162 - 181. Authors and Title of Research While the academic qualifications and experience of research authors impact greatly on the relevance and reliability of any research study, the title provides a glimpse into what the research is all about. Therefore, the critique of any research study should start from here. The authors of the research article under review are professionals in the several health and social care professions, as listed in their profiles. Obviously, this indicates that they have a clear understanding of what they researched and this would greatly enhance the credibility of the research results. Also, the title of any research article is to serve as identification, to provide information and to concisely describe the content of such academic work. This understanding is conveyed in Walsh and Wigenes's statement "a title should be informative and should refer closely and descriptively to the focus of the research" (2003). The research article under review scores a plus in this regard. Though, the title of the paper is unusually long; however it succinctly describes and points to the focus and intent of the report. It could be considered as appropriately informative and also spells the content, direction and approach of the study. Introduction, Aims and Objectives of Research Laws et al. (2003) propose that a good introduction should serve as background knowledge to the reader, contain the information necessary for understanding the line of thought in the report and convey a clear idea to the reader about the main issues or contention in the paper. In this regard, an effective introduction should not only highlight the plan or outline that will be followed in the course of the article, but also clearly state the aim and objectives of the study. According to Law et al (2003), this creates a sort of direction for the reader through the course of the article. In Hean et al (2006), though there is no section appropriately labelled 'introduction', the first paragraph of the article titled 'background' appears to take the place of an introduction. However, as suggested by Laws et al (2003) and Stevens et al. (1993), and more importantly for this critique, a research article should have well articulated aims and objectives. This is not the case with Hean et al (2006). Though the section of the article titled 'Background' did actually created a background understanding of the purpose and direction of the research, when they explain that "The concept of stereotyping has been identified as a potentially important influence on interprofessional interactions" "and little is known to date about whether students entering health and social care professional programmes hold stereotypical perceptions of their own and other professions" (Hean et al 2006:163). Nowhere in the article is the objective of the research clearly outlined, except if one decides to take the research questions listed just before research methodology as the objective of the study. For the purpose of this critique, this can be seen as one of the weakness of this research article. Ethical Consideration In research studies inclined towards practice-oriented subjects, such as in health and social care, the direct relation with human subjects for the success of the research often creates ethical problems (Editor's note, 2003:544). Therefore, in such studies, one of the important factors that determine the strength, reliability and authenticity of the data used for the research is how these ethical issues are handled. This argument is conveyed in Walsh and Wigenes' statement "the ethics of research is concerned with the standards of behaviour and the practical procedures that researches are expected to follow" (2003:106). In this study under review, the major ethical issue, apparently, was getting the consent of the students to participate in the study, and also to ensure that the students understood what the study was about. In this regard, formal written consent, which is described as "drawing attention to the need to ensure that respondents understand what the research is about, and what their participation means" (Law et al, 2003:118) and also their right to withdraw participation in the study at anytime; was obtained from all participants. In addition, to further ensure that the student understood what they were doing, being fresh undergraduates, a 'non-participant' guardian was identified whom students were referred to, in the event of any difficulty with the study instrument. Obviously, the researchers effectively managed the ethical angle to their study. Sample Selection and Size Law et al believes that qualitative research studies work to different priorities and as a result uses various sample sizes and sampling method (Law et al, 2003:367). Thus, the sample size and sampling method employed in any research will depend on the priorities of the researchers; what they are researching, their theoretical inclination and the preferred research method. No rigorous sampling procedure was employed in Hean et al. All the first year HSC undergraduate students in two different universities undertaking a mandatory programme - common learning (CL) - were subjects for the study. Thus the sample size was relatively large. Though, this method ensures ease of sampling, it also created problem with data analysis. One would have expected the researchers to sample a representative portion of the subjects instead of the whole population, however, the large data collected added to the reliability of the research conclusions. On a general note, the sample was representative of the population being studied and could be seen as an effective sampling technique for collection of data for this research study. Data Analysis and Result Presentation A research only becomes useful and applicable to practice after the findings have been systematically analysed and the results presented in appropriate format. In this respect, Cormack (2000) argue that it is essential that research result be analysed and presented in a manner that is clearly understood, via an appropriate media, using an appropriate format, so as to facilitate both individual and professional development. Hean et al apparently fared well in this respect. Since the study involved examining health and social care students' stereotyping of other HSC groups, to determine the degree to which students discriminate between professional groups on each characteristics studied; "academic ability, interpersonal skills, professional competencies, leadership, being a team player, being an independent worker, confidence, decision making and practical skills", the researchers compared the mean heterostereotype ratings given to each professional group. The mean of each characteristic was graded as High, Medium and Low and the results were presented in several figures and tables. For better understanding, each characteristic was presented in separate tables and a brief explanation was given. Generally, the analysis of the research data was clearly done and lucidly presented. It demonstrates a clear understanding of the research focus and direction and also directly addresses the research question. Obviously, as contended by Cormack (2000), the goal of every research effort is to be able to present its results in a clear, concise and understandable manner, that it would improve knowledge and be useful for professional practice. This goal has apparently being achieved by Hean et al. (2006) in the research under review. Also, as suggested by Polit et al (2001) and Webb & Kevern (2001), the authors presented 'Analysis', 'Result Presentation', and 'Discussion' as separate sections of the article to improve clarity and understanding of the article. Research Conclusion Conclusion brings together the main discoveries made in a research attempt and thus highlighting if the researchers have been able to successfully answer the research questions or objectives set at the beginning of the study (Polit et al, 2001; Walsh and Wigenes, 2003). Concluding, Hean et al assert that "neophyte undergraduate enter their training programmes with well defined stereotypes of other HSC groups and that professional groups are seen as distinct on some characteristics but not others" (Hean et al, 2006:179). Considering the large sample size from which data was collected, the painstaking analysis and presentation of the collected data, one cannot but accept this conclusion of the authors. References Burns, N. and Grove K.S. (1999), Understanding Nursing Research (4th ed), W.B. Saunders Company. Cormack, D. (2000), The Research Process in nursing ( 4th edition) London, Blackwell Scientific Crookes, A. and Davis S. (1999), Research into Practise. London, Baillere Tindall Editor's note (2003), Introduction to Guidelines on Reporting Qualitative Research, Journal of Advanced Nursing 42:6, 544-545. Hek, G. (1996), Guidelines on Conducting a Critical Research Report, Nursing Standard, 11:6 p40-43 Hek, G. Judd, M. and Moule, P. (1996), Making sense of research: An introduction for Nurses: London: Continuum Laws, S. Harper, C. and Marcus, R. (2003), Research for Development: A Practical Guide: London, Sage. Massey, V.H. (1995), Nursing Research: 2nd edition, Springhouse, PA, Springhouse Parahoo, K. (1997), Nursing Research: Principles, Process and Issues. London, Macmillan Press Ltd Polit, F.D., Beck, C.T, and Hungler, B.P. (2001), Essential of Nursing Research: Methods of Appraisal, and Utilization, 5th edition, Philadelphia, Lippincott Polit, D.F. and Hungler, B.P. (1999), Nursing Research: Principals and Methods, 6th edition. Philadelphia, Lippincott Stevens, P.J.M, Schade, A.L. Chalk, B. and Slevin, O.D'A (1993), Understanding Research: A Scientific Approach for Health Care Professionals, Edinburgh, Campion Press Walsh, M. and Wigens, L. (2003), Introduction to Research: Foundations in Nursing and Health Care: London, Nelson Thornes. Webb, Christine and Kevern, Jennifer (2001), Focus Groups as a Research Method: A Critique of Some Aspects of Their use in Nursing Research, Journal of Advanced Nursing 33 (6), 798-805. Read More