Developing a framework for critiquing health research

BSc, PhD, RN, RNT, PGCHE, ILTM, Head of the Institute of Nursing and Midwifery,
School of Health and Social Sciences, Middlesex University
BA, MPhil, RN, RGN, RNT, CertED, Senior Lecturer in Nursing, School of Health and
Social Sciences, Middlesex University
BA, MSc, PGDip, RN, DN, CertED (FE), Senior Lecturer in Health Studies, School of
Health and Social Sciences, Middlesex University

Abstract
A new framework for critiquing health-related research is presented in this article. More commonly used existing frameworks tend to have been formulated within the quantitative research paradigm. While frameworks for critiquing qualitative research exist, they are often complex and more suited to the needs of students engaged in advanced levels of study. The framework presented in this article addresses both quantitative and qualitative research within one list of questions. It is argued that this assists the ‘novice’ student of nursing and health-related research with learning about the two approaches to research by giving consideration to aspects of the research process that are common to both approaches and also that differ between quantitative and qualitative research.

Key words

Research critique; critique framework; heath research.

Introduction

When undertaking an undergraduate programme in health related studies, as in many other academic disciplines, students are required to demonstrate the ability to read, understand and critique research reports.
Health research was at one time guided by the ‘medical model’. However, though this model remains influential,
Polgar & Thomas (2000) suggest that there have been changes in the role and status of other health professionals that have brought different perspectives, and require different approaches to research. A more holistic approach now influences how health care is conceptualized, and how research is conducted. The methodology of social research has become an

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