how to critically analyse nursing essay

How to write a Critical Analysis in Nursing – Full Guide and Examples

Rachel andel rn, bsn.

• August 9, 2022
• Nursing Writing Guides

How to write a Critical Analysis in Nursing

Nursing is a demanding and highly specialized field that requires critical analysis. Whether you are a new nurse or have been working in the field for years, writing a critical analysis can be daunting. In this article, we will show you how to write a critical analysis in nursing using a step-by-step process.

What is a Critical Analysis in nursing?

A Critical Analysis is a comprehensive, in-depth analysis of a text or piece of media. It can be used to explore the author’s intentions, analyze the plot, assess the characters, and determine the overall impact of the work.

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Why is it important to do a Critical Analysis?

Critical Analysis skills are essential for nurses as they work in both clinical and academic settings. They are also important for students who want to develop analytical skills and read critically. In addition, Critical Analyses provide nursing staff with insights into how other people have viewed a particular text or piece of media. This information can help nurses make informed decisions about patient care.

How do I do a Critical Analysis?

There is no one way to do a Critical Analysis. However, there are some key steps that you should take into account when undertaking this type of analysis:

1) Read the text or piece of media carefully;

2) Identify the main themes and ideas presented in the text;

3) Analyze these themes and ideas in depth;

4) Weigh each theme and idea against one another;

5) Write your analysis in an objective manner;

If you are a nursing student looking to learn how to write a critical analysis, you have come to the right place. In this article, we will teach you the basics of writing a critical analysis, including what to include and why. We will also provide some tips for how to structure your essay so that it is clear and easy to read. Finally, we will provide a sample critical analysis of a fictional novel to help you get started.

There are a few steps in writing a critical analysis of literature. In this article, we will discuss the different steps involved in writing a critical analysis and give you an example of how to go about it.

Step One: Choose Your Literature

The first step is to choose the literature you would like to analyze. This could be anything from a journal article to a novel. Once you have chosen your work, it is time to read it with an open mind. When reading any piece of literature, try to focus on the author’s purpose and message. Note what is important to them and how they communicate their ideas. After reading the work, take some time to formulate your thoughts about it in writing.

Step Two: Analyze the Text

Once you have formed your thoughts about the text, it is time to begin analyzing it. In order to do this, you will need to pay close attention to the author’s use of language and structure. Do they use specific words or phrases frequently? Why or why not? How does their choice of words affect their meaning? Are there any specific passages which stand out as particularly effective or ineffective? Once you have analyzed the text,write down your thoughts in a clear and concise manner.

Step Three: Evaluate the Theme and Ideas

Once you have analyzed the text, it is time to look at the main themes and ideas. What are they? What does the author want readers to take away from the work? Are the themes consistent throughout the text? How do the different themes connect? Once you have identified the main themes and ideas, write about them in your analysis. Do you think they are effectively communicated? Are there any elements of the text that you don’t agree with?

Step Four: Consider Your Opinion

After analyzing and evaluating the text, it is important to share your thoughts with readers. In writing a critical analysis, it is important to be objective. This means that you should not express your own opinions or biases in your writing. Instead, focus on providing readers with an objective perspective on the work. Is it worth reading? Why or why not? Is there anything else you would like to say about it?

How to format a Critical Analysis in Nursing

Critical analysis template.

Introduction

• Develop a topic sentence in which you will define the purpose of the Research Critique • Formulate a thesis statement which briefly provides a broad indication of your point of view in composing this assignment . • Include a summary outline to describe the organization and main topics you will include in the body paragraphs of the assignments (see below sections). Protection of Human Participants • Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify? • Was informed consent obtained from the subjects or participants? • Did it seem that the subjects participated voluntarily in the study? • Was institutional review board approval obtained from the agency in which the study was conducted?

Data Collection • Are the major variables (independent and dependent variables) identified and defined? What were these variables? • How were data collected in this study? • What rationale did the author provide for using this data collection method? • Identify the time period for data collection of the study. • Describe the sequence of data collection events for a participant.

Data Management and Analysis • Describe the data management and analysis methods used in the study. • Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis? • What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

Findings / Interpretation of Findings: Implications for Practice and Future Research • What is the researcher’s interpretation of findings? • Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings? • What limitations of the study were identified by researchers ? • Was there a coherent logic to the presentation of findings? • What implications do the findings have for nursing practice? For example, can the study findings be applied to general nursing practice, to a specific population, to a specific area of nursing? • What suggestions are made for further studies?

Conclusion • Emphasize the importance and congruity of the thesis statement • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. • Integrate a summary of the knowledge learned. Place your order now for a similar paper and have exceptional work written by our team of experts to guarantee you A Results.

Critical Analysis Essay Example Outline

Title: A critical analysis of a health promotion intervention: Diabetes effecting Schizophrenia patients

• A 2000 word essay based on a health promotion on Diabetes effecting Schizophrenia patients
• Activity that you have undertaken (or closely participated in) whilst on clinical placement.
• A rationale for the importance/necessity of the health promotion (hp) intervention that includes relevant epidemiological data and relates to contemporary health and/or social policy
• Application of a suitable health promotion model and/ or behaviour change theory to the activity undertaken.
• Critical consideration of health literacy in both the delivery of the health promotion activity and any supporting materials used.
• An evaluation of your health promotion activity.

• You need to demonstrate sound understanding of health promotion policy, evidence and theory related to your topic area. • You will not be able to address every health promotion theory, choose one model only and apply this to your topic; • Your essay should have a logical structure and have a systematic approach to care based on the Nursing Process. • Consider a paragraph for each concept and aspect of your essay.

Critical analysis requires objectivity and a critical perspective. It allows nurses to assess their own practice as well as the practices of others. To be effective, critical analysis must be structured and organized . The following steps can help you format a critical analysis:

1) Identify the purpose of the critical analysis. 2) Identify the literature that will be used in the analysis. 3) distill the information from the literature into a clear, concise, and objective statement. 4) Evaluate the strengths and weaknesses of the theory or practice being analyzed. 5) Suggest ways that the theory or practice could be improved.

The purpose of this critical analysis is to improve understanding of the strengths and weaknesses of a particular theory or practice used in nursing. The literature that will be used in this analysis includes both academic sources and clinical practice .

The information from the literature will be distilled into a clear, concise, and objective statement. The strengths and weaknesses of the theory or practice being analyzed will be evaluated. Suggestions for improving the theory or practice will be made.

How to write the introduction of a critical analysis paper

In order to write a successful introduction to your critical analysis paper, you must first establish the purpose of the paper. The purpose of this paper should be clear from the title and introduction, and should help to orient the reader towards your main points.

Once you have determined the purpose of your paper, you must introduce the reader to your main argument. You should begin by explaining why you believe that your chosen topic is important, and then provide evidence to support your claim. You may also want to mention any relevant historical or literary context, in order to give your argument a greater sense of resonance.

Finally, you should wrap up your introduction by stating how readers can use your paper as a blueprint for their own critical analysis work.

In conclusion, make sure that your introduction is concise and well-organized, so that readers will easily understand what lies ahead in the paper.

If you have any questions or would like help with writing your introduction , please don’t hesitate to reach out to one of our professional writers .

How to write the conclusion of a critical analysis paper in Nursing

The conclusion of a critical analysis paper in nursing is an important part of the paper. It should provide a summary of the main points made in the body of the essay, as well as give readers a sense of what the writer believes about the subject matter.

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It should also provide a suggestion for future research or teaching on the topic.

When writing a conclusion for a critical analysis paper, it is important to keep in mind the purpose of the essay.

The goal is not to provide an exhaustive review of all aspects of the subject matter, but rather to provide readers with an overview of what has been discussed and to offer some ideas for further exploration. This means that conclusions should be brief and to the point.

It is also important to remember that conclusions do not have to be original or unique. In fact, they can often be based on ideas that have been introduced throughout the essay.

Rather than coming up with new ideas on their own, it can be helpful to borrow from other sources when writing a conclusion.

This will help to ensure that your argument is sound and that readers will understand your position on the subject matter.

Nursing Concept Map example pdf on RSV Bronchiolitis/Bronchiolitis

When writing the conclusion of a critical analysis paper, it is important to be concise and to provide the reader with a clear understanding of your argument. Here are some tips on how to write a conclusion that meets these goals:

– Summarize your main points and support them with evidence. – State your conclusions clearly and concisely. – Offer a solution or recommendations for future research

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How to Write a Critical Analysis Nursing Essay – Everything You Need to Know

How to Write a Critical Analysis Nursing Essay

Learn how to write a critical analysis nursing essay in this comprehensive guide. We’ll take you through every step, from understanding the question to crafting a powerful conclusion.

How do you write a critical analysis nursing essay?

Embarking on the journey of writing a critical analysis nursing essay? You’ve come to the right place! This all-encompassing guide will provide you with all the tools you need to craft a thought-provoking and quality essay. We’ll explore the step-by-step process, the dos and don’ts, and the key elements that make up a stellar critical analysis essay in the nursing field.

Part 1: Understanding the Task

Understanding the task at hand forms the bedrock of a successful essay. It may appear elementary, but it’s a step that’s often overlooked in the rush to start writing. However, ignoring this crucial phase can lead you down the wrong path, making it more difficult to produce a high-quality essay that meets the criteria.

Deciphering the Essay Question

When confronted with an essay question, it’s tempting to dive headfirst into writing without fully comprehending what the question is asking. But, like trying to solve a puzzle without seeing the full picture, you might find yourself lost in a maze of confusion. Thus, it’s essential to take a step back and decipher the essay question thoroughly.

First and foremost, what’s the central theme the question is addressing? Is it a broad area in nursing, such as patient care or public health? Or perhaps it’s a specific issue like managing pandemic outbreaks in a healthcare setting or ethical considerations in end-of-life care? Understanding the overall topic will give you a sense of the breadth and depth of your essay.

Next, it’s crucial to identify the key terms in the question. These are often action words or directives like ‘ analyze ,’ ‘ compare ,’ ‘ evaluate ,’ ‘ discuss, ‘ etc. They instruct you on what you need to do with the topic. For instance, if the directive is ‘ analyze ,’ you’re required to break down the topic into its components and examine them in detail. ‘ Compare ,’ on the other hand, means identifying similarities and differences between different aspects of the topic.

Don’t forget to look for limitations or specifications in the question. These could be a particular patient demographic, a specific geographical area, a certain timeframe, and so on. They further narrow down your focus and specify the context in which you should analyze the topic.

Understanding the essay question is a bit like being a detective. You need to scrutinize every word, look for clues, and piece them together to get a clear picture of what’s expected of you. It’s only with this clear understanding that you can proceed to the next steps with confidence.

Critical Analysis: What Does it Mean?

In the field of nursing, you’ll often come across the term ‘critical analysis.’ But what exactly does it mean, and how does it apply to your nursing essay?

At its core, critical analysis involves dissecting a topic, examining its various components, and evaluating them based on evidence. It’s more than just summarizing or describing the topic; it requires a deep, thoughtful examination and an informed judgement.

When conducting a critical analysis, you need to consider the following elements:

• Understanding: Do you understand all aspects of the topic? Can you explain it in your own words?
• Analysis: Can you break down the topic into its constituent parts and explain how they relate to each other?
• Interpretation: Can you explain the meaning or significance of the topic?
• Evaluation: Can you assess the merit of the topic based on evidence? Can you provide a reasoned judgement?
• Reflection: Can you consider the implications of your analysis? Can you suggest future directions for research or practice?

Critical analysis is not about finding fault or criticizing for the sake of it. It’s about engaging in a rigorous, thoughtful examination of the topic, considering different perspectives, and making an informed judgment.

Critical analysis in academic writing could involve demonstrating your understanding of the reading or evidence, showcasing your reasoning and conclusions from your reading or reflections, and contemplating questions such as ‘ why ,’ ‘ what if ,’ and ‘ so what .’

The Importance of a Nursing Perspective

The nursing profession is a unique discipline with its own set of knowledge, skills, and values. When writing your nursing essay, you’re not just asked to analyze a topic. You’re asked to analyze it from a nursing perspective. You also need to know the nursing essay definition.

What does this mean?

Professional nursing is fundamentally about providing care. It’s about promoting health, risk management, preventing illness, and caring for sick, disabled, and dying people. As such, when you analyze a topic in your essay, you need to consider how it relates to patient care. How does it affect the patient’s health and well-being? What are the implications for nursing practice?

In addition, nursing is grounded in decisions based on the best available scientific evidence. So, when you’re conducting a critical analysis, you should look for and evaluate the evidence supporting aspects of the topic in your nursing course.

Moreover, nursing is an empathetic profession. Registered nurses don’t just provide physical care to patients; they also provide emotional support. They strive to understand the patients’ health and wellbeing, feelings, and experiences and provide nursing care that’s tailored to the patient’s needs. In your essay, consider the emotional and psychological aspects of nursing on the suitable topic and how they impact issues within the healthcare section.

Taking a nursing perspective means looking at the specific topic through the lens of healthcare professionals. It requires you to integrate your nursing knowledge, skills, and values into your analysis and to consider choosing a topic in the context of patient care, evidence-based practice, and empathetic home care.

Understanding the Grading Criteria

In the academic world, it’s not enough just to write a nursing essay. You need to write a professional essay that meets specific grading criteria. Understanding these criteria can guide your writing process and help you produce an essay that scores high marks.

The grading criteria for a critical analysis essay typically involve the following:

• Understanding of the topic: This assesses your comprehension of the topic. Do you understand all its aspects? Can you explain it in your own words?
• Critical analysis: This evaluates your ability to analyze the topic. Can you break it down into its components? Can you examine them in detail? Can you make an informed judgement based on evidence?
• Use of evidence: This looks at how well you use evidence to support your analysis. Do you use high-quality, reliable sources? Do you interpret the evidence correctly? Do you cite your sources properly?
• Structure and organization: This examines the structure of your essay. Is your essay well-organized? Does it have a clear introduction, body, and conclusion? Do your ideas flow logically from one to the next?
• Writing quality: This assesses the quality of your writing. Is your writing clear and concise? Is it grammatically correct? Do you use appropriate vocabulary?

Understanding the grading criteria can provide a roadmap for your essay. It can guide your research, analysis, writing, and revision processes, helping you produce an essay that ticks all the boxes.

Setting a Plan

Once you’ve understood the task, it’s time to create a plan. Planning is like setting a roadmap for your essay. It provides a clear direction and helps you stay focused and organized.

First, schedule your time. Writing a high-quality essay isn’t something that can be done in a single sitting. It requires time for research, analysis, writing, and revision. Determine how much time you can allocate to each of these stages, and stick to your schedule as closely as possible.

Next, create a nursing essay outline. This is like a skeleton of your essay. It gives a nursing essay structure to your ideas and helps you organize them in a logical way. Start with the main sections of your essay – introduction, body, and conclusion. Then, break down each section into smaller parts, like having a thesis statement. For the body of your essay, identify the main points you want to analyze and the evidence you’ll use to support your analysis.

Lastly, gather your resources. Identify the sources you’ll need for your research and where you can find them. These could be books, journal articles, online resources, and more. Make sure your sources are reliable and relevant to your topic.

A well-thought-out plan can streamline your writing process and make it more efficient. It can prevent you from veering off course, getting overwhelmed, or missing important points. So, before you start writing, take some time to plan your essay.

With a solid understanding of the task and a clear plan in hand, you’re now ready to delve into the heart of your essay – the research and analysis. Stay tuned for the next part of our guide, where we’ll explore how to research your topic and conduct a critical analysis.

Part 2: Conducting Research and Analysis

This part of the process is where the rubber meets the road. You’ve understood the task, you’ve planned your essay, and now it’s time to delve into the heart of the matter: researching your topic and conducting a critical analysis. This is where you’ll gather the information and evidence you need to support your analysis and draw your essay conclusions.

Researching Your Topic

Before you can analyze a topic, you first need to have an understanding of nursing. And that requires research. Research is like detective work. It involves seeking out information, examining evidence, and piecing together a picture of the topic.

Start by reviewing the basic information about your topic. This might involve reading textbook chapters, lecture notes, or other foundational sources. Aim to get a clear, comprehensive understanding of the topic.

Next, delve deeper into the topic by reading scholarly articles, research studies, and expert opinions. These sources provide more detailed, nuanced information and insights about the topic. They also provide evidence that you can use to support your analysis.

As you conduct your research, be critical. Don’t just accept information at face value. Consider an authoritative source of the information, the evidence supporting it, and the methodology used to obtain it. Question the assumptions, interpretations, and conclusions. This critical approach will serve you well when you move on to the analysis phase.

Analyzing Your Topic

Now that you’ve gathered information and evidence about your topic, it’s time to analyze it. Remember, analysis involves breaking down the topic into its components, examining them in detail, and making reasoned judgments that are evidence-based.

Start by identifying the key aspects or components of the topic. What are the main ideas, issues, or arguments? How do they relate to each other?

Next, examine each aspect in detail. What evidence supports it? What are its strengths and weaknesses? What are its implications for nursing programs?

Then, make a reasoned judgement. Based on the evidence, what conclusions can you draw? What is your assessment of the topic? Remember, this should be an informed judgement, based on evidence, not just a personal opinion.

Finally, reflect upon your analysis. What are the implications of your conclusions? How might they affect your future practice? What future research or actions might they suggest?

Using Evidence Effectively

In a critical analysis essay, evidence is your best friend. It supports your analysis, adds credibility to your arguments, and shows that you’ve done your homework.

But using evidence effectively is not just about throwing in a bunch of facts or quotes. It requires careful selection, interpretation, and presentation of the evidence.

First, select high-quality, relevant evidence. This might include research findings, expert opinions, case studies, etc. The quality of your evidence can make or break your essay, so choose wisely.

Next, interpret the evidence. What does it mean? How does it relate to your analysis? Explain the evidence in your own words and relate it to your points rather than just presenting it without context.

Finally, present the evidence in a clear, concise way. Use it to support your points, but don’t let it overshadow your own analysis. Remember, the evidence is there to support your analysis, not to replace it.

Recognizing and Addressing Biases

One of the challenges of critical analysis is dealing with biases. Biases can creep into your research, your analysis, and even the evidence you use. Recognizing and addressing these biases is crucial for a fair, balanced analysis.

First, be aware of your own biases. We all have biases, and they can subtly influence our research and analysis. Try to identify any preconceived notions or beliefs you have about the topic and set them aside. Approach your analysis with an open mind, ready to follow the evidence wherever it leads.

Second, be aware of biases in your sources. Not all sources are created equal. Some may have biases due to the authors’ affiliations, funding sources, or personal beliefs. Evaluate your sources critically, considering their credibility, reliability, and potential biases.

Finally, address any biases you find. This might involve using a variety of sources to get a balanced view, questioning the assumptions and interpretations in your sources, or acknowledging the limitations of your sources.

Reflecting on Your Analysis

The final step in your essay writing analysis is reflection. Reflection involves stepping back from your analysis and considering it in a broader context. It’s about asking, “So what?”

What are the implications of your conclusions? How might they affect nursing practice? What future research or actions might they suggest? These are the kinds of questions you should ask in your reflection.

Reflection is also about learning. It’s about recognizing what you’ve learned from the analysis, what you found challenging, and what you might do differently next time. It’s about growing as a writer, thinker, and nurse.

Research and analysis are at the heart of a critical analysis essay. By thoroughly researching your topic, critically analyzing it, using evidence effectively, recognizing and addressing biases, and reflecting on your analysis, you can develop a deep, nuanced understanding of your topic and present a compelling, evidence-based argument.

Stay tuned for the next part of our guide, where we’ll delve into the writing process, from drafting your essay to revising and polishing it.

Part 3: Writing Your Essay

Now that we’ve researched our topic and conducted a thorough analysis, it’s time to put pen to paper or fingers to keyboard and begin the process of nursing essay writing. This section will walk you through the process of drafting your essay, revising it, and then polishing it for final submission. Remember, writing is a process, and it’s okay to write a rough first draft; revisions are where the magic happens!

Drafting Your Essay

As you embark on the writing journey, remember the essay outline you created during your planning phase. This will serve as the roadmap for your essay, guiding you through each section and ensuring you stay on track.

Start with the introduction . The introductory paragraph is where you’ll set the stage for your analysis. Provide some background information on your topic, state your thesis or main argument, and give a brief overview of how you’ll support this argument in the body of your essay.

The body of your essay is where you’ll present your critical analysis. Each separate paragraph should focus on one main point or aspect of your analysis. Start the paragraph with a topic sentence that clearly states the main point. Then, provide evidence to support this point and explain how this evidence supports your analysis. Remember to stay focused on your analysis and avoid going off on tangents.

Finally, wrap up your essay with a conclusion . This is where you’ll summarize your main points and restate your thesis in light of the evidence and analysis you’ve presented. You can also discuss the implications of your analysis and suggest positive or negative areas for future research.

Revising Your Essay

Once you’ve written your first draft, it’s time to revise. Revising is not just about fixing typos and grammar mistakes. It’s about improving the content, organization, and clarity of your essay.

Start by reviewing your essay as a whole. Does it flow logically? Does each paragraph contribute to your argument? Are there any points that are unclear or unsupported? Make note of any issues and then go back and address them.

Next, review each section of your essay. In the introduction, check that you’ve provided sufficient background and clearly stated your thesis and argument. In the body, check that each paragraph focuses on one main point, provides evidence to support this point, and explains the evidence. In the conclusion, check that you’ve summarized your points, restated your thesis, and discussed implications and future research.

Finally, review your essay at the sentence level. Check for clarity, coherence, and conciseness. Make sure each sentence contributes to your point and flows logically from the previous sentence.

Polishing Your Essay

The final step in the writing process is polishing your essay. This involves fine-tuning your language, fixing typos and grammar mistakes, and ensuring your essay is formatted correctly.

Start by checking your language. Is it clear and precise? Have you used appropriate academic language and tone? Have you varied your sentence structure to maintain reader interest? Are there any words or phrases that could be simplified or clarified?

Next, proofread your essay for typos and grammar mistakes. These can distract from your analysis and make your essay difficult to read. Don’t rely solely on spell-checkers; they can miss errors, especially with homonyms (words that sound the same but have different meanings).

Finally, check your formatting. Follow the required citation style for your references. Ensure your essay is double-spaced, with 1-inch margins and a readable 12-point font. Include your name, the date, and any other required information on the title page or header.

Writing a critical analysis nursing essay is a multi-step process involving planning, research, and analysis, and writing and revising. By following this guide, you can navigate this process successfully and produce a compelling, well-reasoned essay that demonstrates your understanding, critical thinking skills, and professional insights.

Stay tuned for the final part of our guide, where we’ll delve into some tips and tricks for acing your critical analysis essay, as well as how to handle feedback and use it to improve your future essays.

Part 4: Perfecting Your Essay

Writing your essay is not just about putting pen to paper. It’s also about perfecting your essay through careful revision, addressing feedback, and developing strategies to improve your future essays. In this section, we’ll delve into some tips and tricks for acing your essay, how to handle feedback and ways to continually improve your writing skills.

Tips and Tricks for Acing Your Essay

Writing an essay is a skill, and like any skill, it can be improved with practice and the right strategies. Here are some tips and tricks to help start a nursing essay topic:

• Be critical: Remember, a critical analysis is not just a summary. It involves questioning, evaluating, and interpreting. Don’t just accept information at face value; question it, probe it, and make your own interpretations.
• Be clear and concise: Clarity and conciseness are key in academic writing. Make sure your points are clear, your arguments are logical, and your writing is concise. Organize your thoughts and avoid jargon and overly complex language.
• Be thorough: Don’t skimp on your research or your analysis. Be thorough in both, providing a wide range of evidence and deep, nuanced analysis.
• Be reflective: Always take the time to reflect on your analysis, your writing, and your learning. Reflection helps you understand the significance of your analysis, improves your writing skills, and enhances your learning.

Handling Feedback

Feedback is a valuable tool for improving your writing. It provides an outside perspective on your essay and can highlight areas for improvement that you might have overlooked.

When you receive feedback, start by reading it thoroughly. Try to understand the perspective of the person providing the feedback. What are they seeing that you’re not?

Next, consider the feedback. Do you agree with it? Does it make sense? How can you use it to improve your essay?

Then, implement the feedback. Make revisions to your essay based on the feedback. This might involve clarifying points, strengthening your argument, fixing errors, or improving your writing style.

Finally, reflect on the feedback. What have you learned from it? How can you use it to improve your future essays?

Continual Improvement

Writing is a lifelong skill, and there’s always room for improvement. Here are some strategies for continually improving your writing skills:

• Practice: The more you write, the better you get. Practice writing regularly, whether it’s essays, journal entries, or emails.
• Read: Reading is one of the best ways to improve your writing. It exposes you to different writing styles, expands your vocabulary, and helps you understand how effective writing is structured.
• Seek feedback: Don’t be afraid to seek feedback on your writing. Whether it’s from a teacher, a peer, or a writing center, feedback can provide valuable insights into your writing.
• Reflect: Take the time to reflect on your writing. What are your strengths? What are your weaknesses? What do you want to improve?

Writing a critical analysis essay can be a challenging but rewarding task. It requires research, analysis, critical thinking, and careful writing and revision. However, by following this guide and applying these strategies, you can write a compelling, insightful essay that demonstrates your understanding, critical thinking skills, and professional insights.

This brings us to the end of our process on “How to Write a Critical Analysis Nursing Essay.” We hope you found it helpful and informative. Remember, writing is a journey, and every essay you write is a step along that journey. So keep writing, keep learning, and keep improving. Happy writing!

Final Thoughts: How to Write a Critical Analysis Nursing Essay

In this guide, we’ve provided a comprehensive roadmap on how to write a critical analysis nursing essay. From understanding what a critical analysis essay is to conducting thorough research, crafting an insightful analysis, writing and revising your essay, and continually improving your writing skills, we’ve covered all the bases. We hope that this guide serves as a valuable resource for you as you embark on your nursing academic journey. Remember, the key to a great essay is in the planning, so take your time, be thorough, and don’t forget to engage deeply with your subject matter. Good luck!

And there you have it, a comprehensive guide on “How to Write a Critical Analysis Nursing Essay”. We hope this guide has been informative and useful for you. Don’t hesitate to revisit it as often as you need, and remember – practice makes perfect. If you need assistance with writing, our nursing essay writing experts are ready and waiting to assist with any writing project you may need including argumentative essays, leadership essays, and reflective essays. Happy writing! 

FAQs on Critical Analysis Nursing Essay Writing

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Academic writing: using literature to demonstrate critical analysis, kathleen duffy senior lecturer, school of nursing, midwifery and community health, glasgow caledonian university, glasgow, elizabeth hastie senior lecturer, school of nursing, midwifery and community health, glasgow caledonian university, glasgow, jacqueline mccallum senior lecturer, school of nursing, midwifery and community health, glasgow caledonian university, glasgow, valerie ness lecturer, school of nursing, midwifery and community health, glasgow caledonian university, glasgow, lesley price lecturer, school of nursing, midwifery and community health, glasgow caledonian university, glasgow.

When writing at degree level, nurses need to demonstrate an understanding of evidence by summarising its key elements and comparing and contrasting authors’ views. Critical analysis is an important nursing skill in writing and in practice. With the advent of an all-degree profession, understanding how to develop this skill is crucial. This article examines how students can develop critical analysis skills to write at undergraduate degree level. It highlights some of the common errors when writing at this academic level and provides advice on how to avoid such mistakes.

Nursing Standard . 23, 47, 35-40. doi: 10.7748/ns2009.07.23.47.35.c7201

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How to write a successful critical analysis

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For further queries or assistance in writing a critical analysis email Bill Wrigley .

What do you critically analyse?

In a critical analysis you do not express your own opinion or views on the topic. You need to develop your thesis, position or stance on the topic from the views and research of others . In academic writing you critically analyse other researchers’:

• concepts, terms
• viewpoints, arguments, positions
• methodologies, approaches
• research results and conclusions

This means weighing up the strength of the arguments or research support on the topic, and deciding who or what has the more or stronger weight of evidence or support.

Therefore, your thesis argues, with evidence, why a particular theory, concept, viewpoint, methodology, or research result(s) is/are stronger, more sound, or more advantageous than others.

What does ‘analysis’ mean?

A critical analysis means analysing or breaking down the parts of the literature and grouping these into themes, patterns or trends.

In an analysis you need to:

1. Identify and separate out the parts of the topic by grouping the various key theories, main concepts, the main arguments or ideas, and the key research results and conclusions on the topic into themes, patterns or trends of agreement , dispute and omission .

2. Discuss each of these parts by explaining:

i. the areas of agreement/consensus, or similarity

ii. the issues or controversies: in dispute or debate, areas of difference

ii. the omissions, gaps, or areas that are under-researched

3. Discuss the relationship between these parts

4. Examine how each contributes to the whole topic

5. Make conclusions about their significance or importance in the topic

What does ‘critical’ mean?

A critical analysis does not mean writing angry, rude or disrespectful comments, or  expressing your views in judgmental terms of black and white, good and bad, or right and wrong.

To be critical, or to critique, means to evaluate . Therefore, to write critically in an academic analysis means to:

• judge the quality, significance or worth of the theories, concepts, viewpoints, methodologies, and research results
• evaluate in a fair and balanced manner
• avoid extreme or emotional language

• strengths, advantages, benefits, gains, or improvements
• disadvantages, weaknesses, shortcomings, limitations, or drawbacks

How to critically analyse a theory, model or framework

The evaluative words used most often to refer to theory, model or framework are a sound theory or a strong theory.

The table below summarizes the criteria for judging the strengths and weaknesses of a theory:

• comprehensive
• empirically supported
• parsimonious

Evaluating a Theory, Model or Framework

The table below lists the criteria for the strengths and their corresponding weaknesses that are usually considered in a theory.

Critical analysis examples of theories

The following sentences are examples of the phrases used to explain strengths and weaknesses.

Smith’s (2005) theory appears up to date, practical and applicable across many divergent settings.

Brown’s (2010) theory, although parsimonious and logical, lacks a sufficient body of evidence to support its propositions and predictions

Little scientific evidence has been presented to support the premises of this theory.

One of the limitations with this theory is that it does not explain why…

A significant strength of this model is that it takes into account …

The propositions of this model appear unambiguous and logical.

A key problem with this framework is the conceptual inconsistency between ….

How to critically analyse a concept

The table below summarizes the criteria for judging the strengths and weaknesses of a concept:

• key variables identified
• clear and well-defined

Evaluating Concepts

Critical analysis examples of concepts

Many researchers have used the concept of control in different ways.

There is little consensus about what constitutes automaticity.

Putting forth a very general definition of motivation means that it is possible that any behaviour could be included.

The concept of global education lacks clarity, is imprecisely defined and is overly complex.

Some have questioned the usefulness of resilience as a concept because it has been used so often and in so many contexts.

Research suggests that the concept of preoperative fasting is an outdated clinical approach.

How to critically analyse arguments, viewpoints or ideas

The table below summarizes the criteria for judging the strengths and weaknesses of an argument, viewpoint or idea:

• reasons support the argument
• argument is substantiated by evidence
• evidence for the argument is relevant
• evidence for the argument is unbiased, sufficient and important
• evidence is reputable

Evaluating Arguments, Views or Ideas

Critical analysis examples of arguments, viewpoints or ideas

The validity of this argument is questionable as there is insufficient evidence to support it.

Many writers have challenged Jones’ claim on the grounds that …….

This argument fails to draw on the evidence of others in the field.

This explanation is incomplete because it does not explain why…

The key problem with this explanation is that ……


The existing accounts fail to resolve the contradiction between …

However, there is an inconsistency with this argument. The inconsistency lies in…

Although this argument has been proposed by some, it lacks justification.

However, the body of evidence showing that… contradicts this argument.

How to critically analyse a methodology

The table below provides the criteria for judging the strengths and weaknesses of methodology.

An evaluation of a methodology usually involves a critical analysis of its main sections:

design; sampling (participants); measurement tools and materials; procedure

• design tests the hypotheses or research questions
• method valid and reliable
• potential bias or measurement error, and confounding variables addressed
• method allows results to be generalized
• representative sampling of cohort and phenomena; sufficient response rate
• valid and reliable measurement tools
• valid and reliable procedure
• method clear and detailed to allow replication

Evaluating a Methodology

Critical analysis examples of a methodology

The unrepresentativeness of the sample makes these results misleading.

The presence of unmeasured variables in this study limits the interpretation of the results.

Other, unmeasured confounding variables may be influencing this association.

The interpretation of the data requires caution because the effect of confounding variables was not taken into account.

The insufficient control of several response biases in this study means the results are likely to be unreliable.

Although this correlational study shows association between the variables, it does not establish a causal relationship.

Taken together, the methodological shortcomings of this study suggest the need for serious caution in the meaningful interpretation of the study’s results.

How to critically analyse research results and conclusions

The table below provides the criteria for judging the strengths and weaknesses of research results and conclusions:

• appropriate choice and use of statistics
• correct interpretation of results
• all results explained
• alternative explanations considered
• significance of all results discussed
• consistency of results with previous research discussed
• results add to existing understanding or knowledge
• limitations discussed
• results clearly explained
• conclusions consistent with results

Evaluating the Results and Conclusions

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A guide to critical appraisal of evidence

Fineout-Overholt, Ellen PhD, RN, FNAP, FAAN

Ellen Fineout-Overholt is the Mary Coulter Dowdy Distinguished Professor of Nursing at the University of Texas at Tyler School of Nursing, Tyler, Tex.

The author has disclosed no financial relationships related to this article.

Critical appraisal is the assessment of research studies' worth to clinical practice. Critical appraisal—the heart of evidence-based practice—involves four phases: rapid critical appraisal, evaluation, synthesis, and recommendation. This article reviews each phase and provides examples, tips, and caveats to help evidence appraisers successfully determine what is known about a clinical issue. Patient outcomes are improved when clinicians apply a body of evidence to daily practice.

How do nurses assess the quality of clinical research? This article outlines a stepwise approach to critical appraisal of research studies' worth to clinical practice: rapid critical appraisal, evaluation, synthesis, and recommendation. When critical care nurses apply a body of valid, reliable, and applicable evidence to daily practice, patient outcomes are improved.

Critical care nurses can best explain the reasoning for their clinical actions when they understand the worth of the research supporting their practices. In c ritical appraisal , clinicians assess the worth of research studies to clinical practice. Given that achieving improved patient outcomes is the reason patients enter the healthcare system, nurses must be confident their care techniques will reliably achieve best outcomes.

Nurses must verify that the information supporting their clinical care is valid, reliable, and applicable. Validity of research refers to the quality of research methods used, or how good of a job researchers did conducting a study. Reliability of research means similar outcomes can be achieved when the care techniques of a study are replicated by clinicians. Applicability of research means it was conducted in a similar sample to the patients for whom the findings will be applied. These three criteria determine a study's worth in clinical practice.

Appraising the worth of research requires a standardized approach. This approach applies to both quantitative research (research that deals with counting things and comparing those counts) and qualitative research (research that describes experiences and perceptions). The word critique has a negative connotation. In the past, some clinicians were taught that studies with flaws should be discarded. Today, it is important to consider all valid and reliable research informative to what we understand as best practice. Therefore, the author developed the critical appraisal methodology that enables clinicians to determine quickly which evidence is worth keeping and which must be discarded because of poor validity, reliability, or applicability.

Evidence-based practice process

The evidence-based practice (EBP) process is a seven-step problem-solving approach that begins with data gathering (see Seven steps to EBP ). During daily practice, clinicians gather data supporting inquiry into a particular clinical issue (Step 0). The description is then framed as an answerable question (Step 1) using the PICOT question format ( P opulation of interest; I ssue of interest or intervention; C omparison to the intervention; desired O utcome; and T ime for the outcome to be achieved). 1 Consistently using the PICOT format helps ensure that all elements of the clinical issue are covered. Next, clinicians conduct a systematic search to gather data answering the PICOT question (Step 2). Using the PICOT framework, clinicians can systematically search multiple databases to find available studies to help determine the best practice to achieve the desired outcome for their patients. When the systematic search is completed, the work of critical appraisal begins (Step 3). The known group of valid and reliable studies that answers the PICOT question is called the body of evidence and is the foundation for the best practice implementation (Step 4). Next, clinicians evaluate integration of best evidence with clinical expertise and patient preferences and values to determine if the outcomes in the studies are realized in practice (Step 5). Because healthcare is a community of practice, it is important that experiences with evidence implementation be shared, whether the outcome is what was expected or not. This enables critical care nurses concerned with similar care issues to better understand what has been successful and what has not (Step 6).

Critical appraisal of evidence

The first phase of critical appraisal, rapid critical appraisal, begins with determining which studies will be kept in the body of evidence. All valid, reliable, and applicable studies on the topic should be included. This is accomplished using design-specific checklists with key markers of good research. When clinicians determine a study is one they want to keep (a “keeper” study) and that it belongs in the body of evidence, they move on to phase 2, evaluation. 2

In the evaluation phase, the keeper studies are put together in a table so that they can be compared as a body of evidence, rather than individual studies. This phase of critical appraisal helps clinicians identify what is already known about a clinical issue. In the third phase, synthesis, certain data that provide a snapshot of a particular aspect of the clinical issue are pulled out of the evaluation table to showcase what is known. These snapshots of information underpin clinicians' decision-making and lead to phase 4, recommendation. A recommendation is a specific statement based on the body of evidence indicating what should be done—best practice. Critical appraisal is not complete without a specific recommendation. Each of the phases is explained in more detail below.

Phase 1: Rapid critical appraisal . Rapid critical appraisal involves using two tools that help clinicians determine if a research study is worthy of keeping in the body of evidence. The first tool, General Appraisal Overview for All Studies (GAO), covers the basics of all research studies (see Elements of the General Appraisal Overview for All Studies ). Sometimes, clinicians find gaps in knowledge about certain elements of research studies (for example, sampling or statistics) and need to review some content. Conducting an internet search for resources that explain how to read a research paper, such as an instructional video or step-by-step guide, can be helpful. Finding basic definitions of research methods often helps resolve identified gaps.

To accomplish the GAO, it is best to begin with finding out why the study was conducted and how it answers the PICOT question (for example, does it provide information critical care nurses want to know from the literature). If the study purpose helps answer the PICOT question, then the type of study design is evaluated. The study design is compared with the hierarchy of evidence for the type of PICOT question. The higher the design falls within the hierarchy or levels of evidence, the more confidence nurses can have in its finding, if the study was conducted well. 3,4 Next, find out what the researchers wanted to learn from their study. These are called the research questions or hypotheses. Research questions are just what they imply; insufficient information from theories or the literature are available to guide an educated guess, so a question is asked. Hypotheses are reasonable expectations guided by understanding from theory and other research that predicts what will be found when the research is conducted. The research questions or hypotheses provide the purpose of the study.

Next, the sample size is evaluated. Expectations of sample size are present for every study design. As an example, consider as a rule that quantitative study designs operate best when there is a sample size large enough to establish that relationships do not exist by chance. In general, the more participants in a study, the more confidence in the findings. Qualitative designs operate best with fewer people in the sample because these designs represent a deeper dive into the understanding or experience of each person in the study. 5 It is always important to describe the sample, as clinicians need to know if the study sample resembles their patients. It is equally important to identify the major variables in the study and how they are defined because this helps clinicians best understand what the study is about.

The final step in the GAO is to consider the analyses that answer the study research questions or confirm the study hypothesis. This is another opportunity for clinicians to learn, as learning about statistics in healthcare education has traditionally focused on conducting statistical tests as opposed to interpreting statistical tests. Understanding what the statistics indicate about the study findings is an imperative of critical appraisal of quantitative evidence.

The second tool is one of the variety of rapid critical appraisal checklists that speak to validity, reliability, and applicability of specific study designs, which are available at varying locations (see Critical appraisal resources ). When choosing a checklist to implement with a group of critical care nurses, it is important to verify that the checklist is complete and simple to use. Be sure to check that the checklist has answers to three key questions. The first question is: Are the results of the study valid? Related subquestions should help nurses discern if certain markers of good research design are present within the study. For example, identifying that study participants were randomly assigned to study groups is an essential marker of good research for a randomized controlled trial. Checking these essential markers helps clinicians quickly review a study to check off these important requirements. Clinical judgment is required when the study lacks any of the identified quality markers. Clinicians must discern whether the absence of any of the essential markers negates the usefulness of the study findings. 6-9

The second question is: What are the study results? This is answered by reviewing whether the study found what it was expecting to and if those findings were meaningful to clinical practice. Basic knowledge of how to interpret statistics is important for understanding quantitative studies, and basic knowledge of qualitative analysis greatly facilitates understanding those results. 6-9

The third question is: Are the results applicable to my patients? Answering this question involves consideration of the feasibility of implementing the study findings into the clinicians' environment as well as any contraindication within the clinicians' patient populations. Consider issues such as organizational politics, financial feasibility, and patient preferences. 6-9

When these questions have been answered, clinicians must decide about whether to keep the particular study in the body of evidence. Once the final group of keeper studies is identified, clinicians are ready to move into the phase of critical appraisal. 6-9

Phase 2: Evaluation . The goal of evaluation is to determine how studies within the body of evidence agree or disagree by identifying common patterns of information across studies. For example, an evaluator may compare whether the same intervention is used or if the outcomes are measured in the same way across all studies. A useful tool to help clinicians accomplish this is an evaluation table. This table serves two purposes: first, it enables clinicians to extract data from the studies and place the information in one table for easy comparison with other studies; and second, it eliminates the need for further searching through piles of periodicals for the information. (See Bonus Content: Evaluation table headings .) Although the information for each of the columns may not be what clinicians consider as part of their daily work, the information is important for them to understand about the body of evidence so that they can explain the patterns of agreement or disagreement they identify across studies. Further, the in-depth understanding of the body of evidence from the evaluation table helps with discussing the relevant clinical issue to facilitate best practice. Their discussion comes from a place of knowledge and experience, which affords the most confidence. The patterns and in-depth understanding are what lead to the synthesis phase of critical appraisal.

The key to a successful evaluation table is simplicity. Entering data into the table in a simple, consistent manner offers more opportunity for comparing studies. 6-9 For example, using abbreviations versus complete sentences in all columns except the final one allows for ease of comparison. An example might be the dependent variable of depression defined as “feelings of severe despondency and dejection” in one study and as “feeling sad and lonely” in another study. 10 Because these are two different definitions, they need to be different dependent variables. Clinicians must use their clinical judgment to discern that these different dependent variables require different names and abbreviations and how these further their comparison across studies.

Sample and theoretical or conceptual underpinnings are important to understanding how studies compare. Similar samples and settings across studies increase agreement. Several studies with the same conceptual framework increase the likelihood of common independent variables and dependent variables. The findings of a study are dependent on the analyses conducted. That is why an analysis column is dedicated to recording the kind of analysis used (for example, the name of the statistical analyses for quantitative studies). Only statistics that help answer the clinical question belong in this column. The findings column must have a result for each of the analyses listed; however, in the actual results, not in words. For example, a clinician lists a t -test as a statistic in the analysis column, so a t -value should reflect whether the groups are different as well as probability ( P -value or confidence interval) that reflects statistical significance. The explanation for these results would go in the last column that describes worth of the research to practice. This column is much more flexible and contains other information such as the level of evidence, the studies' strengths and limitations, any caveats about the methodology, or other aspects of the study that would be helpful to its use in practice. The final piece of information in this column is a recommendation for how this study would be used in practice. Each of the studies in the body of evidence that addresses the clinical question is placed in one evaluation table to facilitate the ease of comparing across the studies. This comparison sets the stage for synthesis.

Phase 3: Synthesis . In the synthesis phase, clinicians pull out key information from the evaluation table to produce a snapshot of the body of evidence. A table also is used here to feature what is known and help all those viewing the synthesis table to come to the same conclusion. A hypothetical example table included here demonstrates that a music therapy intervention is effective in reducing the outcome of oxygen saturation (SaO 2 ) in six of the eight studies in the body of evidence that evaluated that outcome (see Sample synthesis table: Impact on outcomes ). Simply using arrows to indicate effect offers readers a collective view of the agreement across studies that prompts action. Action may be to change practice, affirm current practice, or conduct research to strengthen the body of evidence by collaborating with nurse scientists.

When synthesizing evidence, there are at least two recommended synthesis tables, including the level-of-evidence table and the impact-on-outcomes table for quantitative questions, such as therapy or relevant themes table for “meaning” questions about human experience. (See Bonus Content: Level of evidence for intervention studies: Synthesis of type .) The sample synthesis table also demonstrates that a final column labeled synthesis indicates agreement across the studies. Of the three outcomes, the most reliable for clinicians to see with music therapy is SaO 2 , with positive results in six out of eight studies. The second most reliable outcome would be reducing increased respiratory rate (RR). Parental engagement has the least support as a reliable outcome, with only two of five studies showing positive results. Synthesis tables make the recommendation clear to all those who are involved in caring for that patient population. Although the two synthesis tables mentioned are a great start, the evidence may require more synthesis tables to adequately explain what is known. These tables are the foundation that supports clinically meaningful recommendations.

Phase 4: Recommendation . Recommendations are definitive statements based on what is known from the body of evidence. For example, with an intervention question, clinicians should be able to discern from the evidence if they will reliably get the desired outcome when they deliver the intervention as it was in the studies. In the sample synthesis table, the recommendation would be to implement the music therapy intervention across all settings with the population, and measure SaO 2 and RR, with the expectation that both would be optimally improved with the intervention. When the synthesis demonstrates that studies consistently verify an outcome occurs as a result of an intervention, however that intervention is not currently practiced, care is not best practice. Therefore, a firm recommendation to deliver the intervention and measure the appropriate outcomes must be made, which concludes critical appraisal of the evidence.

A recommendation that is off limits is conducting more research, as this is not the focus of clinicians' critical appraisal. In the case of insufficient evidence to make a recommendation for practice change, the recommendation would be to continue current practice and monitor outcomes and processes until there are more reliable studies to be added to the body of evidence. Researchers who use the critical appraisal process may indeed identify gaps in knowledge, research methods, or analyses, for example, that they then recommend studies that would fill in the identified gaps. In this way, clinicians and nurse scientists work together to build relevant, efficient bodies of evidence that guide clinical practice.

Evidence into action

Critical appraisal helps clinicians understand the literature so they can implement it. Critical care nurses have a professional and ethical responsibility to make sure their care is based on a solid foundation of available evidence that is carefully appraised using the phases outlined here. Critical appraisal allows for decision-making based on evidence that demonstrates reliable outcomes. Any other approach to the literature is likely haphazard and may lead to misguided care and unreliable outcomes. 11 Evidence translated into practice should have the desired outcomes and their measurement defined from the body of evidence. It is also imperative that all critical care nurses carefully monitor care delivery outcomes to establish that best outcomes are sustained. With the EBP paradigm as the basis for decision-making and the EBP process as the basis for addressing clinical issues, critical care nurses can improve patient, provider, and system outcomes by providing best care.

Seven steps to EBP

Step 0–A spirit of inquiry to notice internal data that indicate an opportunity for positive change.

Step 1– Ask a clinical question using the PICOT question format.

Step 2–Conduct a systematic search to find out what is already known about a clinical issue.

Step 3–Conduct a critical appraisal (rapid critical appraisal, evaluation, synthesis, and recommendation).

Step 4–Implement best practices by blending external evidence with clinician expertise and patient preferences and values.

Step 5–Evaluate evidence implementation to see if study outcomes happened in practice and if the implementation went well.

Step 6–Share project results, good or bad, with others in healthcare.

Adapted from: Steps of the evidence-based practice (EBP) process leading to high-quality healthcare and best patient outcomes. © Melnyk & Fineout-Overholt, 2017. Used with permission.

Critical appraisal resources

• The Joanna Briggs Institute http://joannabriggs.org/research/critical-appraisal-tools.html
• Critical Appraisal Skills Programme (CASP) www.casp-uk.net/casp-tools-checklists
• Center for Evidence-Based Medicine www.cebm.net/critical-appraisal
• Melnyk BM, Fineout-Overholt E. Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice . 3rd ed. Philadelphia, PA: Wolters Kluwer; 2015.

A full set of critical appraisal checklists are available in the appendices.

Bonus content!

This article includes supplementary online-exclusive material. Visit the online version of this article at www.nursingcriticalcare.com to access this content.

critical appraisal; decision-making; evaluation of research; evidence-based practice; synthesis

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T1 - Academic writing: using literature to demonstrate critical analysis

AU - Duffy, Kathleen

AU - Hastie, Elizabeth

AU - McCallum, Jacqueline

AU - Ness, Val

AU - Price, Lesley

N1 - PDF available to download from publisher's website

PY - 2009/7

Y1 - 2009/7

N2 - When writing at degree level, nurses need to demonstrate an understanding of evidence by summarising its key elements and comparing and contrasting authors’ views. Critical analysis is an important nursing skill in writing and in practice. With the advent of an all-degree profession, understanding how to develop this skill is crucial. This article examines how students can develop critical analysis skills to write at undergraduate degree level.

AB - When writing at degree level, nurses need to demonstrate an understanding of evidence by summarising its key elements and comparing and contrasting authors’ views. Critical analysis is an important nursing skill in writing and in practice. With the advent of an all-degree profession, understanding how to develop this skill is crucial. This article examines how students can develop critical analysis skills to write at undergraduate degree level.

KW - academic writing

KW - literature

KW - critical analysis

KW - nursing education

M3 - Article

SN - 2047-9018

JO - Nursing Standard

JF - Nursing Standard

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Craft a Strong Thesis: Assuming you already know how to write a hook , kick off your writing with a surprising fact, a thought-provoking quote, or a brief anecdote. Then, state your main argument or perspective in one sentence. This thesis will serve as the compass for your essay, guiding both you and your reader through the rest of your writing.

How to Structure a Nursing Essay

Every great essay is like a well-orchestrated performance – it needs a script, a narrative that flows seamlessly, capturing the audience's attention from start to finish. In our case, this script takes the form of a well-organized structure. Let's delve into the elements that teach you how to write a nursing essay, from a mere collection of words to a compelling journey of insights.

Nursing Essay Introduction

Begin your nursing essay with a spark. Knowing how to write essay introduction effectively means sharing a real-life scenario or a striking fact related to your topic. For instance, if exploring patient care, narrate a personal experience that made a lasting impression. Then, crisply state your thesis – a clear roadmap indicating the direction your essay will take. Think of it as a teaser that leaves the reader eager to explore the insights you're about to unfold.

In the main body, dive into the heart of your essay. Each paragraph should explore a specific aspect of your topic. Back your thoughts with examples – maybe a scenario from your clinical experience, a relevant case study, or findings from credible sources. Imagine it as a puzzle coming together; each paragraph adds a piece, forming a complete picture. Keep it focused and let each idea flow naturally into the next.

Nursing Essay Conclusion

As writing a nursing essay nears the end, resist the urge to introduce new elements. Summarize your main points concisely. Remind the reader of the real-world significance of your thesis – why it matters in the broader context of nursing. Conclude with a thought-provoking statement or a call to reflection, leaving your reader with a lasting impression. It's like the final scene of a movie that leaves you thinking long after the credits roll.

Nursing Essay Outline

Before diving into the essay, craft a roadmap – your outline. This isn't a rigid skeleton but a flexible guide that ensures your ideas flow logically. Consider the following template from our research paper writing service :

Introduction

• Opening Hook: Share a brief, impactful patient care scenario.
• Relevance Statement: Explain why the chosen topic is crucial in nursing.
• Thesis: Clearly state the main argument or perspective.

Patient-Centered Care:

• Definition: Clarify what patient-centered care means in nursing.
• Personal Experience: Share a relevant encounter from clinical practice.
• Evidence: Integrate findings from reputable nursing literature.

Ethical Dilemmas in Nursing Practice

• Scenario Presentation: Describe a specific ethical challenge faced by nurses.
• Decision-Making Process: Outline steps taken to address the dilemma.
• Ethical Frameworks: Discuss any ethical theories guiding the decision.

Impact of Technology on Nursing

• Current Trends: Highlight technological advancements in nursing.
• Case Study: Share an example of technology enhancing patient care.
• Challenges and Benefits: Discuss the pros and cons of technology in nursing.
• Summary of Key Points: Recap the main ideas from each section.
• Real-world Implications: Emphasize the practical significance in nursing practice.
• Closing Thought: End with a reflective statement or call to action.

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Nursing Essay Examples

Here are the nursing Essay Examples for you to read.

Writing a Nursing Essay: Essential Tips

When it comes to crafting a stellar nursing essay, a few key strategies can elevate your work from ordinary to exceptional. Here are some valuable tips from our medical school personal statement writer :

Connect with Personal Experiences:

• Approach: Weave personal encounters seamlessly into your narrative.
• Reasoning: This not only adds authenticity to your essay but also serves as a powerful testament to your firsthand understanding of the challenges and triumphs in the nursing field.

Emphasize Critical Thinking:

• Approach: Go beyond describing situations; delve into their analysis.
• Reasoning: Nursing essays are the perfect platform to showcase your critical thinking skills – an essential attribute in making informed decisions in real-world healthcare scenarios.

Incorporate Patient Perspectives:

• Approach: Integrate patient stories or feedback into your discussion.
• Reasoning: By bringing in the human element, you demonstrate empathy and an understanding of the patient's experience, a core aspect of nursing care.

Integrate Evidence-Based Practice:

• Approach: Support your arguments with the latest evidence-based literature.
• Reasoning: Highlighting your commitment to staying informed and applying current research underscores your dedication to evidence-based practice – a cornerstone in modern nursing.

Address Ethical Considerations:

• Approach: Explicitly discuss the ethical dimensions of your topic.
• Reasoning: Nursing essays provide a platform to delve into the ethical complexities inherent in healthcare, showcasing your ability to navigate and analyze these challenges.

Balance Theory and Practice:

• Approach: Connect theoretical concepts to real-world applications.
• Reasoning: By bridging the gap between theory and practice, you illustrate your capacity to apply academic knowledge effectively in the dynamic realm of nursing.

Highlight Interdisciplinary Collaboration:

• Approach: Discuss collaborative efforts with other healthcare professionals.
• Reasoning: Acknowledging the interdisciplinary nature of healthcare underscores your understanding of the importance of teamwork – a vital aspect of successful nursing practice.

Reflect on Lessons Learned:

• Approach: Conclude with a thoughtful reflection on personal growth or lessons from your exploration.
• Reasoning: This not only provides a satisfying conclusion but also demonstrates your self-awareness and commitment to continuous improvement as a nursing professional.

As we wrap up, think of your essay as a story about your journey into nursing. It's not just about getting a grade; it's a way to share what you've been through and why you want to be a nurse.

Imagine the person reading it – maybe a teacher, a future coworker, or someone starting their nursing journey. They're trying to understand your passion and why you care about nursing.

So, when you write, remember it's more than just an assignment. It's your chance to show why nursing matters to you. And if you ever need help – there's always support from our essay writer online .

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How to Write a Nursing Essay?

How can a nursing essay effectively address ethical considerations, what are some examples of evidence-based practices in nursing essays.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

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• Volume 22, Issue 1
• How to appraise qualitative research
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• Calvin Moorley 1 ,
• Xabi Cathala 2
• 1 Nursing Research and Diversity in Care, School of Health and Social Care , London South Bank University , London , UK
• 2 Institute of Vocational Learning , School of Health and Social Care, London South Bank University , London , UK
• Correspondence to Dr Calvin Moorley, Nursing Research and Diversity in Care, School of Health and Social Care, London South Bank University, London SE1 0AA, UK; Moorleyc{at}lsbu.ac.uk

https://doi.org/10.1136/ebnurs-2018-103044

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Introduction

In order to make a decision about implementing evidence into practice, nurses need to be able to critically appraise research. Nurses also have a professional responsibility to maintain up-to-date practice. 1 This paper provides a guide on how to critically appraise a qualitative research paper.

What is qualitative research?

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Useful terms

Some of the qualitative approaches used in nursing research include grounded theory, phenomenology, ethnography, case study (can lend itself to mixed methods) and narrative analysis. The data collection methods used in qualitative research include in depth interviews, focus groups, observations and stories in the form of diaries or other documents. 3

Authenticity

Title, keywords, authors and abstract.

In a previous paper, we discussed how the title, keywords, authors’ positions and affiliations and abstract can influence the authenticity and readability of quantitative research papers, 4 the same applies to qualitative research. However, other areas such as the purpose of the study and the research question, theoretical and conceptual frameworks, sampling and methodology also need consideration when appraising a qualitative paper.

Purpose and question

The topic under investigation in the study should be guided by a clear research question or a statement of the problem or purpose. An example of a statement can be seen in table 2 . Unlike most quantitative studies, qualitative research does not seek to test a hypothesis. The research statement should be specific to the problem and should be reflected in the design. This will inform the reader of what will be studied and justify the purpose of the study. 5

Example of research question and problem statement

An appropriate literature review should have been conducted and summarised in the paper. It should be linked to the subject, using peer-reviewed primary research which is up to date. We suggest papers with a age limit of 5–8 years excluding original work. The literature review should give the reader a balanced view on what has been written on the subject. It is worth noting that for some qualitative approaches some literature reviews are conducted after the data collection to minimise bias, for example, in grounded theory studies. In phenomenological studies, the review sometimes occurs after the data analysis. If this is the case, the author(s) should make this clear.

Theoretical and conceptual frameworks

Most authors use the terms theoretical and conceptual frameworks interchangeably. Usually, a theoretical framework is used when research is underpinned by one theory that aims to help predict, explain and understand the topic investigated. A theoretical framework is the blueprint that can hold or scaffold a study’s theory. Conceptual frameworks are based on concepts from various theories and findings which help to guide the research. 6 It is the researcher’s understanding of how different variables are connected in the study, for example, the literature review and research question. Theoretical and conceptual frameworks connect the researcher to existing knowledge and these are used in a study to help to explain and understand what is being investigated. A framework is the design or map for a study. When you are appraising a qualitative paper, you should be able to see how the framework helped with (1) providing a rationale and (2) the development of research questions or statements. 7 You should be able to identify how the framework, research question, purpose and literature review all complement each other.

There remains an ongoing debate in relation to what an appropriate sample size should be for a qualitative study. We hold the view that qualitative research does not seek to power and a sample size can be as small as one (eg, a single case study) or any number above one (a grounded theory study) providing that it is appropriate and answers the research problem. Shorten and Moorley 8 explain that three main types of sampling exist in qualitative research: (1) convenience (2) judgement or (3) theoretical. In the paper , the sample size should be stated and a rationale for how it was decided should be clear.

Methodology

Qualitative research encompasses a variety of methods and designs. Based on the chosen method or design, the findings may be reported in a variety of different formats. Table 3 provides the main qualitative approaches used in nursing with a short description.

Different qualitative approaches

The authors should make it clear why they are using a qualitative methodology and the chosen theoretical approach or framework. The paper should provide details of participant inclusion and exclusion criteria as well as recruitment sites where the sample was drawn from, for example, urban, rural, hospital inpatient or community. Methods of data collection should be identified and be appropriate for the research statement/question.

Data collection

Overall there should be a clear trail of data collection. The paper should explain when and how the study was advertised, participants were recruited and consented. it should also state when and where the data collection took place. Data collection methods include interviews, this can be structured or unstructured and in depth one to one or group. 9 Group interviews are often referred to as focus group interviews these are often voice recorded and transcribed verbatim. It should be clear if these were conducted face to face, telephone or any other type of media used. Table 3 includes some data collection methods. Other collection methods not included in table 3 examples are observation, diaries, video recording, photographs, documents or objects (artefacts). The schedule of questions for interview or the protocol for non-interview data collection should be provided, available or discussed in the paper. Some authors may use the term ‘recruitment ended once data saturation was reached’. This simply mean that the researchers were not gaining any new information at subsequent interviews, so they stopped data collection.

The data collection section should include details of the ethical approval gained to carry out the study. For example, the strategies used to gain participants’ consent to take part in the study. The authors should make clear if any ethical issues arose and how these were resolved or managed.

The approach to data analysis (see ref  10 ) needs to be clearly articulated, for example, was there more than one person responsible for analysing the data? How were any discrepancies in findings resolved? An audit trail of how the data were analysed including its management should be documented. If member checking was used this should also be reported. This level of transparency contributes to the trustworthiness and credibility of qualitative research. Some researchers provide a diagram of how they approached data analysis to demonstrate the rigour applied ( figure 1 ).

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Example of data analysis diagram.

Validity and rigour

The study’s validity is reliant on the statement of the question/problem, theoretical/conceptual framework, design, method, sample and data analysis. When critiquing qualitative research, these elements will help you to determine the study’s reliability. Noble and Smith 11 explain that validity is the integrity of data methods applied and that findings should accurately reflect the data. Rigour should acknowledge the researcher’s role and involvement as well as any biases. Essentially it should focus on truth value, consistency and neutrality and applicability. 11 The authors should discuss if they used triangulation (see table 2 ) to develop the best possible understanding of the phenomena.

Themes and interpretations and implications for practice

In qualitative research no hypothesis is tested, therefore, there is no specific result. Instead, qualitative findings are often reported in themes based on the data analysed. The findings should be clearly linked to, and reflect, the data. This contributes to the soundness of the research. 11 The researchers should make it clear how they arrived at the interpretations of the findings. The theoretical or conceptual framework used should be discussed aiding the rigour of the study. The implications of the findings need to be made clear and where appropriate their applicability or transferability should be identified. 12

Discussions, recommendations and conclusions

The discussion should relate to the research findings as the authors seek to make connections with the literature reviewed earlier in the paper to contextualise their work. A strong discussion will connect the research aims and objectives to the findings and will be supported with literature if possible. A paper that seeks to influence nursing practice will have a recommendations section for clinical practice and research. A good conclusion will focus on the findings and discussion of the phenomena investigated.

Qualitative research has much to offer nursing and healthcare, in terms of understanding patients’ experience of illness, treatment and recovery, it can also help to understand better areas of healthcare practice. However, it must be done with rigour and this paper provides some guidance for appraising such research. To help you critique a qualitative research paper some guidance is provided in table 4 .

Some guidance for critiquing qualitative research

• ↵ Nursing and Midwifery Council . The code: Standard of conduct, performance and ethics for nurses and midwives . 2015 https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf ( accessed 21 Aug 18 ).
• Barrett D ,
• Cathala X ,
• Shorten A ,

Patient consent for publication Not required.

Competing interests None declared.

Provenance and peer review Commissioned; internally peer reviewed.

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Nursing Reflective Essay Guide

• Rachel R.N.
• June 3, 2024
• How to Guides

A nursing reflective essay is a detailed analysis describing an experience or event from your nursing clinical practice or classroom. Through reflection, you critically analyze the situation to gain new insights and identify areas for professional growth and development.

What You'll Learn

Key aspects of a reflective nursing essay

Detailed Description: Provide a vivid account recreating the experience, including the setting, those involved, Background information on the patient’s condition/needs, and the sequence of key events/actions. Self-Reflection: Thoroughly examine your thoughts, feelings, assumptions, beliefs, rationale behind your actions, and your responses to the situation at each step. Critical Analysis: Rigorously explore factors like your strengths/weaknesses, knowledge gaps, ethical issues, communication, problem-solving ability, and decision-making processes involved. Alternative Actions: Consider other possibilities for how you could have responded or additional measures you should have taken to achieve better outcomes. Key Realizations: Discuss the most significant conclusions about yourself, the situation, and patient care that you gained through conscious reflection. Future Application: Explain how you will apply these important insights and lessons to enhance your clinical practice, professional judgment, and patient interactions moving forward.

Why Write Nursing Reflective Essays?

Reflective writing provides a structured way for nurses to: Develop Critical Thinking: Analyze decisions, question assumptions, evaluate strengths/weaknesses objectively. Build Emotional Intelligence: Cultivate self-awareness, empathy, relationship management abilities. Enhance Clinical Practice: Reflect on effective communication techniques, demonstrate patient advocacy. Achieve Personal Growth: Become a more insightful, self-motivated, continuous learner. Demonstrate Professionalism: Show commitment to providing high-quality, ethical patient care.

Example: Sarah, a nursing student, described feeling overwhelmed when a patient’s condition rapidly deteriorated. She reflected on gaps in her knowledge about identifying symptoms, communication lapses with the care team, and how she froze instead of responding quickly. Her reflections allowed Sarah to research the condition more thoroughly, work on assertive communication skills, and devise a portable “code procedure” cue card so she could respond decisively despite anxiety in future emergencies.

How to Structure a Reflective Nursing Essay

There are three main components:

• Introduction

Engage the reader by recreating the specific situation’s sights, sounds, and setting Explain why this experience was meaningful/challenging Provide relevant context like location, patient information, those involved

2. Body Paragraphs

Use a nursing reflective model or framework to deeply analyze the experience, such as: Gibbs’ Reflective Cycle

Description of the experience Feelings and thoughts Evaluation (assess what was good/bad) Analysis (make sense of the situation) Conclusion (what you learned) Action Plan (how you’ll apply lessons)

Driscoll’s Reflective Model

What? (Describe the experience) So What? (Analyze the significance) Now What? (Decide future action)

Each body paragraph should address one component, using:

Rich details to describe objectively “I” statements examining thoughts/assumptions Examples illustrating ideas Consideration of alternatives Discussion of broader issues like legal, ethical, cultural

3. Conclusion

Summarize the key points and personal insights Explain how this experience has shaped your professional nursing philosophy Discuss how you will apply these specific lessons going forward to improve clinical practice

Tips for an Insightful Reflective Essay

Use first-person perspective and honesty about your thoughts/mistakes Move beyond simple description to explore the deeper “whys” Don’t make judgments or assumptions; question and analyze them Maintain a respectful, compassionate tone about patients Incorporate ideas from nursing theory , philosophy, or research Use examples from experience to illustrate points Be thoughtful about including sensitive patient information

Related Articles

Reflective Models in Nursing

Bass’s Holistic Reflection Model

Why use Gibbs model of reflection in nursing? In this qualitative study, it was demonstrated that the Gibbs’s reflective cycle is helpful in the clinical practice of MNS. It helps MNS reflect on clinical practice and translates clinical experience into a valuable experience for developing personal and professional development.

What are the six stages of Gibbs reflection? One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Why use reflective models in nursing? It allows you to recognize your own strengths and weakness, and use this to guide on-going learning. By reflection you will develop your skills in self-directed learning, improve motivation, and improve the quality of care you are able to provide.

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• Open access
• Published: 04 September 2024

Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study

• Roya Dokoohaki 1 ,
• Masoume Rambod   ORCID: orcid.org/0000-0002-7334-9364 1 ,
• Nilofar Pasyar 1 ,
• Ali Mohammad Parviniannasab 2 ,
• Maryam Shaygan 1 ,
• Majid Najafi Kalyani 1 ,
• Zinat Mohebbi 1 &
• Azita Jaberi 1  

BMC Medical Education volume  24 , Article number:  968 ( 2024 ) Cite this article

Metrics details

Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models.

This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were “The Competency Inventory for Registered Nurses” and Spielberger “State-Trait Anxiety Inventory”. T-test and MANOVA were used to analyze the data.

The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students’ anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p  = 0.002) and anxiety (F = 11.31, p  = 0.001).

Conclusions

The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students’ competency and anxiety after graduation and as a novice nurse is suggested.

Peer Review reports

Introduction

Increasing clinical setting complexity necessitates further attention to nursing students’ competency [ 1 ]. The 7th and 8th semesters, when students spend more time in clinical environments, are one of the best times for improving nursing students’ competency. The use of clinical models, including internship, may be useful at this time. In the internship period, nursing students are directly supervised by the Nursing Unit Managers (NUMs) and clinical nurses and indirectly by the academic professor as a supervisor [ 2 ].

Internship, as an education model, was beneficial for the students, teachers, and patients. It not only improved health preservation but also increased the nursing students’ skills [ 3 ]. In the internship model, efforts were made to achieve clinical competency [ 2 ]. It improved nursing students’ knowledge, skills, and attitude [ 4 ]. It allows the knowledge acquired during the entire course to be (re) evaluated so that the professional competence is improved. Moreover, the teaching-learning methods are built according to critical pedagogy [ 5 ]. The students practiced self-management and tried to control the situations and stress [ 2 ]. It was mentioned that it improved professional identity and self-efficacy [ 6 ]. This model of education led to nursing students’ interaction with staff nurses and invisible evaluation [ 7 ]. It also reduced the gap between theory and practice [ 8 ] and increased nursing students’ process-based performance [ 9 ]. Moreover, it developed coping strategies for workplace adversities [ 6 ]. A study on the internship of community health nursing showed that service-based learning was effective in improving nursing students’ health education competencies and its subscales including skill, knowledge, community presence, attitude, and professional preparation [ 10 ].

Although this model of education in clinical setting has some advantages, it has some challenges such as lack of support and difficult planning [ 7 ]. Researchers reported that anxiety and low self-confidence in clinical competence settings were the challenges in nursing students’ internship period [ 11 ]. Lack of self-confidence caused anxiety and fear [ 11 ]. During this period, students showed anxiety with symptoms such as nervousness, fear, frequent urination, hand and foot tremors, panic, somatic pain, palpitation, facial flushing, sleep disturbance, etc. [ 11 ].

Considering the effects of the internship program in other countries and Iran, the researchers evaluated the difference between the existing program in Shiraz (nursing students’ internship model A) and other parts of the world. The researchers also raised the question of how to improve the nursing students’ professional competency during the internship and how to reduce their anxiety. In the comparison of the running program (nursing student’s internship model A) with the other countries, there were differences. The first one was the duration of the program that was about 12 weeks. Secondly, the students were not full-time employees in the clinical environment, and they left the ward at 1:00 PM. Next, they were only oriented to general information about the program and did not receive basic nursing trainings. In addition, nursing students were not paid during the course and insured.

Literature review showed that in the nursing students’ internships, exploitation and lack of incentive were the barriers to success in this program [ 12 ]. On the other hand, support, self-efficacy, internship structure, and setting were the factors that affected the students’ adjustment [ 13 ]. Work experience, environment, and critical thinking were the factors effective in development of nursing competence [ 14 ]. Moreover, a supportive internship system using motivation strategies as a helpful method improved nursing students’ performance [ 15 ]. In addition, researchers suggested that all the actors involved in nursing students’ internships should facilitate the efficacy of teaching and learning [ 16 ]. Furthermore, another study recommended that stakeholders should use increased educational preparation for the internship stage to evolve healthcare market supply and need [ 17 ].

In order to solve those limitations and promote the program based on the above-mentioned suggestions at the global level, in addition to solving the above points, changes were made in the model A and it was named “nursing student’s internship model B”. For this purpose, director of the Nursing School of Shiraz University of Medical Sciences, their academic teachers, the nursing director of Nemazee hospital, and the director of the provincial nursing office support were considered. More detailed planning was considered to implement and manage the internship model. During the formative evaluation of the model, several meetings between Shiraz Nursing School and the clinical environment were held to identify and resolve deficiencies. Therefore, to improve the evidence-based practice, this study aimed to compare the professional competency and anxiety of nursing students trained based on the two internship models. The following hypotheses were posed:

Nursing student’s internship model B improves the nursing students’ professional competency compared to model A.

Nursing student’s internship model B reduces the nursing students’ anxiety compared to model A.

Study design

This is a comparative study with nonequivalent control group posttest-only quasi-experimental design. In this interventional study with no concurrent controls, a new nursing student’s internship model (B) is proposed. It helps the researchers to select group (B) to be trained using this model and then compare their outcomes to that of a previous nursing student’s internship model group (A). In fact, internship model group (A) was considered as a control group. It should be noted that the students were in two different groups and were selected for each group at two consecutive semesters.

The setting of this study was Nursing and Midwifery School of Shiraz University of Medical Sciences (SUMS). The intervention of nursing student’s internship model group A was carried out routinely from September 2022 to June 2023 and its data were collected in June 2023. The intervention in the nursing student’s internship model group B started from September 2023 and data collection was done in June and July 2024.

Participants

The undergraduate nursing students who were in the seventh and eighth semesters, had passed internship model (A/B) for at least one semester (model A was applied in one semester and model B in the other semester), and were willing to participate were enrolled in this study. Exclusion criteria included a known case of psychiatric disorder confirmed by the doctor according to the student report, incomplete completion of the questionnaires, guest students, and those transferred from another university since the 6th semester because these students might be different from those in the university under study in terms of experience and professional competency. One hundred nursing students participated in this study.

Fifty students were randomly selected among the subjects who passed the internship model (A) Moreover, students who participated in the internship model B were randomly selected to group (B) In order to conduct random sampling for each group, we obtained the list of students in Nursing and Midwifery School of SUMS; based on a random number table, 50 students were selected for each group. For sampling, an individual from outside the team participated.

Sample size

Given that there was no study for comparison on the two groups to evaluate the professional competency and anxiety of nursing students during their internship, the sample size was determined using the study of Liou et al.’s study [ 18 ], which compared the performance competence pre-graduate nursing students and hospital nurses. Based on α = 0.02, β = 0.2, the proportion of subjects that were in the internship model group A = 0.5, proportion of subjects that were in the internship model group B = 0.5, µ 2 - µ 1 of competency = 25.54, SD = 41.35 in Liou et al.’s study and using “Sample Size Calculators for designing clinical research” ( https://sample-size.net/sample-size-means/ ) to compare the mean of a continuous measurement in two samples, the sample size was determined 43 nursing students in each group. Then, considering 15% dropout, it was determined as 50 subjects for each group.

Outcomes and measurements

The outcomes assessed in both groups were professional competency and anxiety. In the demographic form, the gender and age of the nursing students were collected. The professional competency of nursing students was measured using the self-report questionnaire named “The Competency Inventory for Registered Nurses”. It was developed in China by Liu et al. in 2007. Firstly, the inventory had 58 items [ 19 ]. In exploratory factor analysis, three items were deleted and the inventory with 55 items was approved. This inventory consists of the dimensions of clinical care, leadership, interpersonal relation, legal/ethical practice, professional development, teaching/coaching, and critical thinking/research aptitude. Higher scores indicate a higher nursing professional competency. Each item of this inventory was scored using a 5-point Likert scale ranging from score zero (not competent at all) to four (very competent). The total score is 0 to 220 [ 1 ]. A higher score indicates greater competence of the nurse [ 1 , 19 ]. The competence level was placed in three levels of high competence (165–220), medium (110–165) and low (< 110). The reliability of the professional competency inventory was assessed by Liu et al. in 2007, and it was confirmed using Cronbach’s alpha of 0.89 and 0.79–0.86 for the dimensions. The content validity of this checklist was confirmed by Liu et al. and reported as 0.85 [ 1 , 19 ]. Ghasemi et al. assessed the psychometrics of this inventory in the Persian language and the reliability of this checklist using Cronbach’s alpha was 0.90; also, its dimensions were 0.71–0.90 [ 20 ]. As Table  1 shows, in this study, reliability was estimated 0.98 for the professional competency and 0.93–0.95 for its dimensions using Cronbach’s alpha.

The anxiety of nursing students was measured using Spielberger State-Trait Anxiety Inventory (STAI). It was developed by psychologists Charles Spielberger. This inventory has 40 items. Twenty items indicate state anxiety and twenty show trait anxiety. Each item was scored on a four-point Likert scale (not at all = 1, somewhat = 2, moderately so = 3, and very much so = 4). For the total inventory, the minimum score was 40 and maximum score was 160. A lower score means less anxiety and a higher score indicates more anxiety [ 21 ]. The convergent validity and internal consistency of the Persian version of State-Trait Anxiety Inventory were approved [ 22 ]. The normal level of anxiety is shown in Table  2 . In this study, Cronbach’s alpha for total anxiety, state, and trait anxiety was 0.94, 0.91, and 0.89, respectively.

Data collection procedure

Data for this study were collected using the above-mentioned questionnaires. The nursing students of each group were invited to a class in the hospital and clinical setting, the questionnaires were distributed among them, and the students completed them in the presence of the researcher.

Interventions

Internship model a.

As Table  3 shows, in internship model A, at the beginning of semester seven, an introductory meeting was held for the students about the new program. The students in semesters seven and eight were trained in emergency, recovery, operation room, burn, hemodialysis, pediatric departments, neonatal intensive care unit (NICU), intensive care unit (ICU), and Coronary care unit (CCU) by their academic professors. Then, the students passed their internship period after each department/unit. It was in 12 weeks. The nursing students were rotated in critical care, pediatric and medical-surgical units. This period was conducted in the morning shift.

During the internship period, the students were supervised by the ward NUMs or head nurse, and the academic professors randomly followed up and visited the students. The professor talked to the students more about the physical and communication challenges in clinical environment and tried to solve them. In addition, she asked the NUMs and nurses to play a role in the education of students according to their training department and course. The evaluation of students was done by NUMs using evaluation checklists. In addition, if the students had a problem, they informed the head of the department in the faculty.

Internship model B

As Table  3 shows, in the internship model B, at the beginning of semester seven, an introductory meeting was held for the students about the new program. Then, the training classes were held for them, including “how to do drug administration and its nursing care”, “how to handover patients between two shifts”, “how to write the nurse’s note”, “how to perform cardiopulmonary resuscitation”, and “how to work with the DC shock machine”. Moreover, an electronic system was used to register the students’ entry and exit, and the students worked as staff nurses in the department. They were present in a clinical department for a longer period compared to group A. All students were covered by an insurance company for professional services insurance. The following people played an active role in the planning and management of the internship model B:

Manager, vice-chancellors, and the directors of the nursing groups (medical/surgical, critical care, pediatric and community health nursing) in the school of Nursing and Midwifery of SUMS.

Fars provincial nursing office manager and her vice-chancellors.

Nemazee nurse manager and her educational and clinical supervisors.

Vice-chancellors of SUMS.

Firstly, the students were trained in the full-time presence of the academic professors in emergency, burn, hemodialysis and pediatric departments, and operating and recovery rooms. After that, in the internship period, the students spent morning, evening, and night shifts in emergency, pediatric, hemodialysis, medical, and surgical departments. In the eighth academic semester, this program was applied for “maternal and newborn diseases” clinical course, emergency, and “advanced children nursing” departments. During the internship period, the students attended these clinical courses without the direct presence of an academic professor and under the direct supervision of NUMs. As to ICU and CCU, the students spent 12 days with their academic professor and then attended their internship period for 4 weeks. In addition, students spent their morning shifts in the community-based health services department.

During this period, for the first 2 weeks of the shifts, one of the supervising professors, one of the experienced professors, and an expert in diseases and care processes referred to the students’ department and taught the necessary contents based on the patient or patients assigned to the students every day. In the third and fourth weeks, the supervising professors visited the departments 3 times a week and from the 5th week of shifts, two times a week. In these supervisory sessions, in addition to teaching the characteristics of each disease, the patient’s drugs and their specific nursing care, general nursing care such as the principles of dressing, urinary catheterization, tracheostomy suction, prescribing blood products and their complications, and nursing care by the professors, the students were also taught to prescribe high-risk drugs such as KCL, etc.

To consolidate learning, we asked the students to complete assignments related to these trainings and sent them to the professors on social media. Moreover, the supervising professors provided a report on the status and progress of each student on social media and in face-to-face meetings to other professors and those in charge of clinical education that were held monthly in order to facilitate coordination in the education of students. Additionally, the specific patients and their nursing care as “case study” were identified and informed to the head nurse of the clinical education of this course, so that these case studies could be analyzed and presented in the form of clinical and medical grand rounds and workshops. The evaluation of students was done by the academic professors and NUMs using evaluation designed form.

It should be noted that at the end of this study, the contents of training classes were provided for internship model A in the form of MP3 and MP4 files.

Ethical considerations

Research Ethics Committees of Schools of Nursing and Midwifery, Management and Medical Information Science in Shiraz University of Medical Sciences approved this study (IR.SUMS.NUMIMG.REC.1402.027, approval date: 2023-05-28). Participation/non-participation of this study was voluntary. The permission to apply “The Competency Inventory for Registered Nurses” was obtained from Ming Liu by the fourth author of our study. The questionnaires were anonymous. Our study was conducted in accordance with the Declaration of Helsinki. The study purpose, procedure, probable complications and the ways of compensation and the person responsible for these possible complications in this study were explained in a consent form. The consent to participate was obtained from the nursing students. All of the nursing students signed the consent form. We confirmed that this consent was informed. The results of this study were reported to Nursing and Midwifery School of SUMS.

Data analysis

Data analysis of this study was conducted using SPSS version 24. Mean, standard deviation, frequency, and percentage were reported. The Independent Samples t-test was used to compare the means of two independent groups in order to determine whether there is statistical evidence that the associated population means are significantly different. Moreover, multivariate analysis of variance (MANOVA) was used for comparing multivariate sample means. As a multivariate procedure, it is used when there are two or more dependent variables, and is often followed by significance tests involving individual dependent variables separately. In this study, to assess how large the effect of the intervention was on the professional competency and anxiety of nursing students, we measured partial eta squared (η2). According to Cohen 1988, an η2 equal to 0.00-0.01, 0.01–0.06, 0.06–0.14, and 0.14-1 means negligible, small, medium, and large, respectively [ 23 ]. p  < 0.05 was considered as significant.

50% of the nursing students in both groups were female. The mean age of the students was 23.48 (SD = 1.77) and 23.64 (SD = 2.70) in the internship model groups A and B, respectively. No significant difference was observed between the groups regarding gender (χ 2  = 1.00, p  = 0.00) and age (t= -0.34, p  = 0.72) of the students who participated in this study.

As Table  1 ; Fig.  1 show, the mean scores of professional competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the internship model groups A and B, respectively. Based on these mean scores, nursing students in the internship model groups A and B reported a medium level of professional competency. As displayed in Table  1 , independent sample t-test and MANOVA test showed a significant difference between the groups regarding professional competency and its dimensions ( p  < 0.05). Based on the professional competency η2 that was 0.1, a medium effect size was reported. The highest and lowest η2 among the dimensions of professional competency were related to clinical care and critical thinking/research aptitude, respectively (Table  1 ). Moreover, as Table  1 shows, all the dimensions of professional competency were significantly higher in the internship model group B compared to group A ( p  < 0.05). Moreover, based on the η2 in Table  1 , all professional competency dimensions had medium η2 except for critical thinking/research aptitude that was low.

As Table  4 ; Fig.  1 show, the mean scores of nursing students’ total anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. Independent sample t-test and MANOVA test showed a significant difference between the groups regarding total anxiety ( p  = 0.001). Based on the anxiety η2 that was 0.11, a medium effect size was indicated (Table  4 ).

Moreover, as shown in Table  4 , the mean scores of state anxiety were 47.43 (SD = 7.27) and 41.32 (SD = 8.62) in the internship model groups A and B, respectively. Based on these mean scores, the nursing students experienced moderate and mild state anxiety in the internship models groups A and B, respectively. Independent sample t-test and MANOVA test indicated a significant difference between the groups regarding the mean scores of state anxiety ( p  < 0.001). Based on the state anxiety η2 that was 0.12, a medium effect size was found.

In addition, as Table  4 shows, the mean scores of trait anxiety were 44.80 (SD = 9.44) and 39.11 (SD = 10.92) in the internship model groups A and B, respectively. Based on these mean scores, both groups of nursing students experienced mild trait anxiety. However, independent sample t-test and MANOVA test showed that the mean score of trait anxiety was significantly lower in the internship model B compared to model A ( p  < 0.05). Based on the trait anxiety η2 that was 0.07, a medium effect size was indicated.

Comparison of the nursing students’ anxiety and professional competency between internship model groups A and B

This study aimed to compare the professional competency and anxiety of nursing students trained based on the two internship models. The nursing students in the internship model group B significantly reported higher mean scores of professional competency and experienced lower mean scores of anxiety compared to the internship model group A.

Our findings revealed that nursing students in the internship model groups A and B reported medium levels of professional competency. A study reported that internship program helped the students achieve clinical competency, and increased academic and professional skills [ 2 ]. Our results indicated that the internship model group B significantly reported higher mean scores of professional competence compared to group A. In a study, it was reported that clinical supervision model in internship nursing students improved the nursing process-based performance [ 9 ]. In the internship model group B, the students had the support of the professor. Their needs were considered by managers, supervisors, professors, etc. The detailed planning of educational and clinical managers reduced the gap between theory and practice and had a positive effect on the internship students. In addition, interactions between professors and students; professors and supervisors, nurses, and patients; students and educational managers; and educational and clinical managers were extensively carried out. The challenges of the students were identified and solved by the team quickly. Possibly, above-mentioned reasons led to improvement of professional competency in the internship group B compared to the internship model A.

Our study showed nursing students in the internship model group B reported higher clinical care and professional development competency compared to the group A. In addition, the group B had higher mean scores of teaching and coaching compared to the group A. Moreover, the highest effect size was related to clinical care competency. A qualitative study reported that the internship program in nursing students improved their clinical skills and “professional self-efficacy”. In addition, these nursing students had professional identity development. They indicated that internship program led to “accepting professional roles” [ 6 ]. In a study on the attitude of nursing students “community-based training and internship”, it was reported that nursing students had a teaching role and provided some of the clients and patients with information regarding lifestyle, mental health, hygiene, etc. [ 3 ]. It seems that in the internship model group B, the full presence of the nursing students in each work shift provided the opportunity to deliver clinical care and educate the patient and colleagues. In addition, because students are still studying, when they encounter new topics, they try to learn them by reading reliable books and Internet sources, asking their peers or supervisors, and providing the nursing staff and the healthcare team with this information. Since there was a lot of emphasis on students’ clinical care in the internship model group B, their supervisors evaluated and taught the skills daily, and the nurses emphasized the students’ education; there was a possibility that this group had better mean scores of clinical care and professional development competency as compared to group A.

This study indicated that interpersonal relations and leadership competency were higher in the internship model group B compared to group A. Researchers believed that in the learning process, interpersonal relationships linked the patients, students, and supervisors to each other [ 24 ]. They suggested that we should respect each other and provide supportive interaction, leading to improvement in learning outcomes [ 24 ]. In clinical setting, interpersonal relationship is crucial for the nurses because it improves the nursing students’ learning and their outcomes [ 25 ]. It seems that better and more frequent interpersonal relations between supervisors, students, and nurses in the internship model group B compared to the group A further improved the nursing students’ competency. In the internship model group B, nursing students worked as staff nurses. They became familiar with facts, documents, etc. Therefore, as they probably knew each other’s strengths and weaknesses and the setting atmosphere and climate, they cooperated better, conducted teamwork, and communicated with other health team members, compared to group A.

Our study showed nursing students in the internship model group B reported higher critical thinking/research aptitude competency compared to group A. However, the smallest difference between the two groups was in this variable. A qualitative study showed the “lack of scientific research training” as a barrier to nursing internship [ 26 ]. A study indicated that critical thinking subscale of performance competence in nursing students’ internship model was in the lowest level [ 18 ]. Therefore, using knowledge and reflecting on it to solve the clinical problems in nursing students needs more attention in both groups.

Our findings showed legal/ethical practice competency had a higher mean score in the internship model group B, compared to group A. Intern nursing students’ moral sensitivity was associated to “ethical decision-making ability” [ 27 ]. It was mentioned that ethical issues would happen in clinical setting among healthcare workers, supervisors, teachers, and patients [ 28 ]. As in the internship model group B, nursing students worked as staff nurses for a long time in a ward/department, it seems that they paid more attention to the security of the patients’ information. Moreover, because they worked as staff nurses, they might have more respect to the patients’ privacy, be more familiar to advocating the rights of the patients, and take more responsibility for their performance compared to group A.

The nursing students experienced moderate and mild state anxiety in the internship models groups A and B, respectively. Moreover, both groups experienced mild trait anxiety. This study indicated that state-trait anxiety was lower in the internship model group B compared to group A. In the same line with the present study, the results of a study in China showed that the anxiety level of nursing students after experiencing the internship program was moderate. Because nursing students are still in the transition phase during internship, their psychological defense mechanisms seem to be incomplete [ 29 ], resulting in experiencing mild to moderate anxiety by them. A study showed that painful experiences during the internship period, feedback and suggestions of trainers, and hard work in the evening and night shifts were the factors that caused anxiety during the internship period [ 11 ]. Of course, researchers believe that moderate anxiety has a protective role and could lead to the improvement of individual ability in response to environmental stimuli [ 11 ]. In group B, holding preparatory workshops for the students before the start of the internship period, close communication between students and academic supervisors, as well as frequent communication and meetings between the hospital nurse managers and educational supervisors with educational and clinical vice-chancellors and academic supervisors probably led to experiencing lower anxiety by nursing students.

This study had some limitations. Since there was no exact control group in this study, it was not possible to compare nursing students who had not experienced these two interventional models and had passed the 7th and 8th semester traditionally, in terms of professional competence and anxiety. Moreover, without a control group, it is impossible to exactly conclude which outcomes were the result of the internship model groups A/B rather than the other variables. Therefore, it is suggested that these interventions should be compared with the control group in other studies and should measure the outcomes before and after the interventions. Given that the study was conducted in only one center (school of Nursing and Midwifery in Shiraz), the generalizability of the findings is not possible. Therefore, it is suggested that the study should be repeated in other schools of nursing in our country and other parts of the world. The fact that the practice was made in different semesters might have an impact on the results; clinical functioning, etc. might be different in that period. There were actually many uncontrollable variables in our study. Therefore, it is suggested to a study in two groups in one semester.

Since the least difference between the two groups was related to the dimension of critical thinking and research aptitude competency, it is suggested that this issue should be given more attention in future internship programs.

This study showed that the nursing students in the internship model group B had a higher mean score of professional competency and lower mean score of anxiety compared to the internship model group A. Given that the internship model group B as a precise and regular program could improve the professional competency of nursing students to a great extent and they experienced mild anxiety during the program, it is suggested that this intervention should be carried out for nursing students and other students who have clinical functions. It is recommended that the internship model group B should be added to the nursing program and curriculum in our country. Since the internship model group B only required detailed planning and we explained it in the intervention section, the model could easily be implemented in different universities.

Data availability

The data of this study would be available by email to Masoume Rambod.

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Acknowledgements

The authors would like to thank the personnel who collaborated in the implication of the intervention and nursing students’ education in clinical settings and Shiraz University of Medical Sciences. The authors would like to thank Razieh Rasekh, Hamideh Falah, Laila Hashemizadeh, and Fatemeh Azadi for preparing and managing the intervention. The authors would like to thank Shiraz University of Medical Sciences, Shiraz, Iran, and Center for Development of Clinical Research of Nemazee Hospital and Dr Nasrin Shokrpour for English language editorial assistance. We appreciated Ming Liu who gave us the permission to apply “The Competency Inventory for Registered Nurses” in this study.

This study was financially supported by Shiraz University of Medical Sciences (Grant Number = 28249).

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Roya Dokoohaki, Masoume Rambod, Nilofar Pasyar, Maryam Shaygan, Majid Najafi Kalyani, Zinat Mohebbi & Azita Jaberi

Department of Nursing, School of Nursing, Larestan University of Medical Sciences, Larestan, Iran

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Contributions

MR, NP, RD, AP participated in conceptualization of this study. RD participated in data collection. MR and AP conducted the management the data analysis. MSH, ZM, AZ, and MN participated in the intervention management. All authors participated in writing and approving the original draft of the manuscript.

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Correspondence to Masoume Rambod .

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Ethics approval and consent to participate.

Research Ethics Committees of Schools of Nursing and Midwifery, Management and Medical Information Science-Shiraz University of Medical Sciences approved this study (IR.SUMS.NUMIMG.REC.1402.027, approval date: 2023-05-28). Participation/non-participation of this study was voluntary. The permission to apply “The Competency Inventory for Registered Nurses” was obtained from Ming Liu by the fourth author of our study. The questionnaires were anonymous. Our study was conducted in accordance with the Declaration of Helsinki. The study purpose, procedure, probable complications and the ways of compensation, and the person responsible for these possible complications in this study were explained in the consent form. The consent to participate was obtained from the nursing students. All of the nursing students signed the consent form. We confirmed that this consent was informed. The results of this study were reported to Nursing and Midwifery School of SUMS.

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Dokoohaki, R., Rambod, M., Pasyar, N. et al. Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study. BMC Med Educ 24 , 968 (2024). https://doi.org/10.1186/s12909-024-05956-4

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DOI : https://doi.org/10.1186/s12909-024-05956-4

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