| Course | N415 Research / Evidence-Based Practices |
|---|---|
| Module | Module 3 |
| Paper type | Qualitative study critique |
| Length | About 1,078 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Pre-licensure BSN |
| Updated | September 2026 |
Free sample paper for N415 Module 3
Before the First Cannula: A Critique of a Qualitative Study of What Patients With COPD Expect From Home Oxygen
Student Name
Pre-licensure BSN Program, Aspen University
N415: Research / Evidence-Based Practices
Instructor Name
Month Day, Year
Before the First Cannula: A Critique of a Qualitative Study of What Patients With COPD Expect From Home Oxygen
Mr. H., a composite patient on my medical unit, was 71 and about to go home on oxygen for the first time. When the respiratory therapist brought the concentrator paperwork, he said quietly that he knew what it meant: he would never leave the house again. Numbers cannot explain a reaction like that, so I looked for qualitative research on how patients see oxygen before they start it. This paper critiques an interview study of oxygen-naive patients with severe chronic obstructive pulmonary disease (COPD) (Mooren et al., 2023), using the trustworthiness criteria of credibility, dependability, confirmability and transferability (Lincoln & Guba, 1985) and the reporting items expected of interview studies (Tong et al., 2007).
Purpose and Fit of the Method
The authors aimed to explore the perspectives of patients who had never used long-term oxygen but were likely to need it. They noted that almost all earlier studies had interviewed people already using oxygen, so a qualitative approach suited a question about beliefs and expectations that had barely been described. The paper calls its design qualitative descriptive, names interpretive description as its approach and uses inductive conventional content analysis. Those labels are not identical, and a stricter reviewer would ask the authors to explain how they fit together, but each belongs to the same family of practical, descriptive methods, and the analysis described is consistent with them. A survey could have counted how many patients feared oxygen, but only interviews could show why, and the why is what a nurse needs before teaching.
Sampling and Participants
Participants were recruited from the outpatient clinic of one teaching hospital in the Netherlands between November 2021 and May 2022. The authors sampled purposefully for patients with very severe airflow limitation and a high symptom burden, since they were most likely to be offered oxygen, and aimed for a mix of ages, genders, education levels and smoking status. All 14 patients invited agreed to take part: eight women and six men, most aged 65 to 74, five of them current smokers. One participant had less severe disease than the inclusion criteria allowed and was kept because her interview was judged valuable. The authors report this openly, which supports credibility, although it also shows the sampling was not fully controlled.
Data Collection and the Researcher's Position
Three researchers conducted semi-structured interviews of about an hour at places the patients chose, using a schedule drawn from earlier studies that covered self-image, daily life, social life, mobility and shame. Interviews were audio-recorded and transcribed verbatim, which supports dependability. The most important weakness sits here: the first author was the participants' treating physician and interviewed some of them. The authors raise this as possible selection bias, suggesting that the patients invited may have had stronger feelings about oxygen. A second concern is not discussed. Patients speaking to their own doctor about a treatment that doctor may one day prescribe may soften or sharpen what they say, and reflexivity about that relationship is what reporting guidance asks for (Tong et al., 2007).
Analysis and Trustworthiness
Three researchers coded the first four transcripts line by line and discussed the codes until they agreed. Because their coding was similar, one researcher coded the remaining ten, grouped the codes into themes and then discussed the themes with the team. Software was used to manage the data. Early shared coding strengthens dependability, but leaving ten of fourteen transcripts to a single coder, who was also the physician-interviewer, weakens confirmability, since the themes rest largely on one person's reading. The authors estimated that about 15 interviews would be needed and report that themes were saturated after 14. The paper reports no member checking, in which participants review the themes drawn from their words, and it does not include an audit trail beyond the coding steps, so a reader has limited means to test how the themes were built.
Findings and Whether the Quotations Support Them
Four themes were reported: seeking information, expected impact on quality of life, expected social impact and stigma, and oxygen as a sign of the last phase of life. Each theme is supported by several quotations, and the quotations fit. A participant who saw a man with an oxygen tank at the physiotherapy clinic and wanted to leave, because this is what lies ahead, illustrates both the information patients draw from other patients and the fear the title captures. The information theme is especially useful because it describes three patterns, from patients who wanted everything to those who preferred not to know. The finding that every participant believed oxygen would explode near a flame shows how far expectation can sit from fact, and the authors correct it: oxygen does not explode but makes other materials burn more easily (Mooren et al., 2023).
Ethical Considerations
A medical ethics committee judged that the study did not fall under the Dutch law on research with human subjects, and all participants gave written informed consent, including consent to publish anonymized quotations. Interviews were held where patients chose, which respects their comfort. The physician-participant relationship is again the ethical point to watch, because patients may find it hard to decline a request from their own doctor.
Transferability and Use for Nursing
The study describes outpatients in one Dutch city, and the authors give enough detail about participants and setting for a reader to judge fit. American hospital patients may differ in insurance, equipment and culture. Even so, the themes match what I saw with Mr. H., and they translate into nursing actions. Before discharge teaching, a nurse can ask how much a patient wants to know, explain why oxygen is being prescribed, show a portable system rather than a tank, correct the explosion myth while teaching real fire safety, and recognize that for some patients oxygen feels like a verdict. The study does not show that such teaching changes acceptance; it shows what the teaching needs to address.
Conclusion
This short, clearly reported study fills a real gap by hearing from patients before oxygen begins. Its purposeful sample, verbatim transcripts, rich quotations and honest reporting of an error support its credibility. Its weaknesses, an interviewer who was the participants' physician, one coder for most transcripts and no member checking, limit confirmability. Read with those limits, it gives nurses a useful map of the fears to address when a patient first hears the word oxygen.
References
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Mooren, K., Atsma, E. M., Duinker, E., Kerstjens, H. A. M., Currow, D., & Engels, Y. (2023). "This is what lies ahead": Perspectives of oxygen-naive COPD patients on long-term oxygen use. A qualitative study. International Journal of Chronic Obstructive Pulmonary Disease, 18, 181-188. https://doi.org/10.2147/COPD.S391095
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357. https://doi.org/10.1093/intqhc/mzm042
Reading the N415 Module 3 assignment instructions
The N415 catalog entry names qualitative methods, and because Aspen shows each module's own directions only to students in the class, that entry guided this example. A qualitative critique normally asks you to summarize the purpose and design, then judge sampling, data collection, the researcher's position, analysis, rigor or trustworthiness, findings and ethics, and finish with what the study means for nursing. Some instructors want Lincoln and Guba's criteria by name; others supply a checklist. Check whether you may choose the article, whether it must come from a nursing journal, how recent it must be, and whether quotations from the study count toward your word limit. Ask as well whether your instructor expects a particular qualitative design, such as phenomenology, to be named.
Inside the N415 Module 3 example
Nine sections and roughly 1,070 words make up this critique. A short opening case explains why qualitative evidence was needed. Purpose and method fit compare the labels the authors used with what they actually did. Sampling reports the 14 participants and the one included by mistake. Data collection turns on the researcher's position, naming a concern the authors did not raise. Analysis and trustworthiness weigh shared early coding against a single coder for ten transcripts. A findings section tests the quotations against the four themes. Ethics, transferability with specific teaching actions, and a conclusion that balances strengths and weaknesses complete the paper. Quotations from the study are kept short so the critique stays in the student's own words.
Reading the N415 Module 3 grading rubric
Qualitative critiques are commonly marked on the use of trustworthiness criteria, attention to the researcher's role and whether the student tests the findings rather than repeating them. This example names all four criteria and ties each to evidence from the study, for instance verbatim transcripts for dependability. The researcher's role gets the most depth, and the margin note explains that finding a limitation the authors missed is where higher marks sit. Findings are tested quotation by quotation. The transferability section converts themes into nursing actions while stating what the study cannot show. Remaining marks cover clear organization and APA citations of the study, the trustworthiness text and the reporting checklist. A balanced conclusion that weighs strengths against weaknesses also tends to score well.
N415 Module 3 help from the desk
The most common weakness is judging a qualitative study by quantitative rules, faulting 14 participants as too few or asking for statistics. Use qualitative criteria instead. Students also accept the authors' list of limitations without adding their own. Look hard at who conducted the interviews and who coded them. Another frequent gap is summarizing themes without asking whether the quotations support them; pick one quotation per theme and test it. Some critiques claim a study proves that teaching will help, when interviews can only describe experience. Finally, remember that saturation is a claim. Report how the authors judged it, not just that they said so. Quote briefly, then judge.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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N415 Module 3 questions, answered
What does N415 Module 3 usually ask for?
Aspen's N415 description includes qualitative methods, so a critique of a qualitative nursing or health study is a typical assignment. Check your classroom for the prompt and any required critique tool.
How is a qualitative critique different from a quantitative one?
Instead of validity and reliability, you judge trustworthiness: credibility, dependability, confirmability and transferability, along with the researchers' position and whether the quotations support the themes.
What is data saturation?
The point at which new interviews stop producing new codes or themes. A good critique checks whether the authors say how they judged it, not only that they reached it.
Where can I find a free N415 Module 3 sample paper?
Right here: the home oxygen interview critique is printed in full above, annotated judgment by judgment, with no login in the way. Among the eight N415 samples on this site it comes third.
What are the trustworthiness criteria in N415 Module 3?
Credibility, whether the findings ring true to participants' experience; dependability, whether the process was consistent and recorded; confirmability, whether another reader could trace each finding back to what participants said; and transferability, whether readers can judge fit to their own setting.