NUR 4053 Module 4 Research Article Critique Example

Reviewed by Junia Fairbank, MSN, RN · American College of Education · Updated

The NUR 4053 Module 4 example below is a research article critique of one widely cited study: the eight-hospital evaluation of the World Health Organization surgical safety checklist by Haynes and colleagues. It belongs to American College of Education NUR 4053 (NUR4053, Research Methods and Evidence-Based Practice in Nursing) in ACE's RN to BSN program. The paper follows the article's own order, describing each part before judging it: purpose, the before-and-after design and its missing concurrent control, setting and sample, the checklist delivered as a whole implementation package, outcome definitions, and results converted into events per 100 operations. It separates the limitations the authors named from those they did not, sets the study beside the later Ontario evaluation, and states how much weight it can carry. Sections often specify the appraisal tool.

CourseNUR 4053 Research Methods and Evidence-Based Practice in Nursing
ModuleModule 4
Paper typeResearch article critique
Length1,280 words, about 5 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramRN to BSN
UpdatedOctober 2026

Free sample paper for NUR 4053 Module 4

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A Line-by-Line Appraisal of the Surgical Safety Checklist Study: What Eight Hospitals Showed and What They Could Not

Student Name

American College of Education

NUR4053: Research Methods and Evidence-Based Practice in Nursing

Module 4 Assignment

Instructor Name

July 27, 2026

What this page is doingThe title names the study by its subject and signals a line-by-line method and a two-sided conclusion, what the hospitals showed and what they could not. That promise of balance is what a critique is graded on. The APA 7 title page carries the course line and module assignment as listed.
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The Study and Its Purpose

Haynes et al. (2009) set out to test whether introducing a 19-item surgical safety checklist, developed through the World Health Organization's Safe Surgery Saves Lives program, would reduce complications and deaths after surgery. The checklist groups its items around three moments: before induction of anesthesia, before skin incision and before the patient leaves the operating room. It asks the team to confirm the patient's identity and procedure, review anticipated critical events, confirm antibiotic prophylaxis and count instruments and sponges, among other steps. The authors hypothesized that a tool designed to improve team communication and consistency of care would reduce harm.

The purpose is stated clearly and the hypothesis is directional, which makes the study's success or failure easy to judge. The question also matters to nursing directly. Operating room nurses often lead the checklist's sign-in and sign-out phases, so whether the tool works bears on how perioperative nurses spend minutes that are already scarce. Melnyk and Fineout-Overholt (2019) suggest that a rapid appraisal begin by asking whether a study's question matches the reader's own clinical question, and for a nurse considering how to strengthen checklist use, this study is an obvious match.

What this page is doingThe critique begins by describing the study accurately before judging it, which is the discipline graders look for. The checklist is described concretely enough for the reader to understand the intervention. Linking the question to nursing practice and to an appraisal source shows why the study was chosen.
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Design, Setting and Sample

The study used a before-and-after design, sometimes described as a quasi-experimental pretest and posttest design without a concurrent control group. Between October 2007 and September 2008, eight hospitals in eight cities took part: Toronto, New Delhi, Amman, Auckland, Manila, Ifakara, London and Seattle. Researchers collected data on 3,733 consecutively enrolled patients aged 16 or older having noncardiac surgery before the checklist was introduced, and then on 3,955 consecutively enrolled patients afterward.

The setting is the study's great strength and one of its complications. Including hospitals in high-, middle- and low-income countries makes the findings relevant across very different health systems, and consecutive enrollment reduces the risk that researchers chose patients likely to do well. But the hospitals differed widely in baseline complication rates, staffing and resources, so a pooled result may hide very different effects at individual sites. The design is the larger concern. Without a group of hospitals that did not receive the checklist during the same period, any change after its introduction could reflect the checklist, other improvements happening at the same time or simply the attention that comes with being studied.

The sample size was large enough to detect the differences the study reported, and the authors enrolled patients consecutively rather than by convenience, which is a real methodological strength for a study of this design. What the sample cannot do is separate the checklist's effect from the effect of time.

What this page is doingThe design is named correctly and its main weakness, the absence of a concurrent control, is explained in terms of the specific alternative explanations it leaves open. The paper also credits consecutive enrollment and the diversity of the sites, which keeps the critique balanced. The highlighted sentence is the core methodological point of the whole appraisal.
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Intervention and Outcome Measures

The intervention was more than a piece of paper. Hospitals received the checklist along with training for local team members, and each site had to adapt it to its own practices. That matters for appraisal because the result may reflect the whole implementation effort, including training, leadership attention and data collection, rather than the checklist alone. A hospital that simply printed the checklist and placed it in its operating rooms might not see the same result.

The primary outcome was the rate of complications, including death, during hospitalization within the first 30 days after the operation. Complications were defined in advance and included surgical site infection, unplanned return to the operating room, pneumonia and other major events. Measuring inpatient complications is practical, but it misses complications that develop after discharge, which is a meaningful limitation for surgical site infections that often appear a week or more after the operation. The outcome data were collected by local staff at each site, who knew whether they were in the before or after period, which introduces a possibility of detection bias if staff looked harder, or less hard, for complications once the checklist was in use.

What this page is doingThe appraisal distinguishes the intervention as delivered, a whole implementation package, from the checklist as a document, which is a subtle and important point. The outcome is described by definition and time window, and two measurement weaknesses, missed post-discharge events and unblinded data collection, are named with the direction of possible bias.
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Results

The results were striking. The death rate fell from 1.5 percent before the checklist to 0.8 percent afterward, a difference the authors reported as statistically significant with a P value of 0.003. Inpatient complications fell from 11.0 percent to 7.0 percent, with a P value below 0.001. In absolute terms, the complication figures mean four fewer patients with a complication for every 100 operations, and the mortality figures mean about seven fewer deaths for every 1,000 operations.

Translating relative changes into absolute ones matters when judging clinical significance. A reduction in deaths of nearly half sounds dramatic; seven fewer deaths per 1,000 operations is still an important effect, but it depends heavily on the baseline death rate. In a hospital where surgical mortality is already well below 1.5 percent, the same relative reduction would save far fewer lives. The authors reported the combined results and noted that the reductions occurred across the hospitals, but the effect sizes are best read as belonging to this mix of sites.

What this page is doingThe results are reported exactly, and the paper does the arithmetic to turn percentages into events per 100 and per 1,000 operations, which is the clearest way to show clinical significance. The discussion of baseline risk shows why a relative reduction cannot simply be transferred to a different setting.
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Limitations and Later Evidence

The authors acknowledged that the before-and-after design could not rule out other causes of the improvement, including the Hawthorne effect, where staff perform differently simply because they are aware someone is watching. They also noted that the study could not identify which of the checklist's 19 items, or which part of the implementation, produced the change. Those acknowledgments are appropriate. Two limitations received less attention: the unblinded collection of outcome data by local staff and the relatively short observation periods, which cannot show whether the effect lasted once the study ended.

Later evidence tests those concerns directly. Urbach et al. (2014) studied the introduction of surgical safety checklists across 101 hospitals in Ontario, Canada, using administrative data on more than 100,000 procedures in each of two three-month periods before and after adoption. They found no significant reduction in operative mortality, which was 0.71 percent before and 0.65 percent after, or in surgical complications. Ontario's baseline rates were much lower than those in the original study, and the checklists were introduced under a government mandate rather than a supported implementation program. Read together, the two studies suggest that a checklist is not a treatment with a fixed effect; its value depends on the setting's baseline risk and on how seriously teams use it.

What this page is doingThe paper separates the limitations the authors named from those they did not, which shows independent judgment. Bringing in the Ontario study, reported accurately with its own figures and context, is what turns a critique of one study into an appraisal of the evidence. The highlighted sentence offers a reasoned explanation for the difference rather than declaring one study right.
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Implications for Perioperative Nursing

For a nurse deciding how to use this evidence, the appraisal points to three practical conclusions. First, the checklist should be treated as a team conversation rather than a document, because the original study delivered it with training and leadership support, and the later study that relied on a mandate found no effect. Second, a unit that adopts or refreshes the checklist should measure its own baseline complication and surgical site infection rates, including infections found after discharge, so that it can judge whether its results resemble the first study or the second. Third, the circulating nurse's role in leading the sign-in and sign-out phases deserves protected time, since a checklist read aloud while the team is setting up instruments is not the intervention that was tested.

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Conclusion

Haynes et al. (2009) is a well-conducted study with a clear hypothesis, a diverse international sample and results that were large enough to change surgical practice around the world. Its before-and-after design, unblinded outcome collection and short observation periods mean it cannot prove that the checklist itself caused the improvement, and a later study in a lower-risk system found no comparable effect. For a perioperative nurse, the study supports using the checklist as a tool worth doing well, with real team engagement, rather than as a form to complete. Its weight as evidence is moderate: strong enough to justify the practice, not strong enough to promise a particular result.

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References

Haynes, A. B., Weiser, T. G., Berry, W. R., Lipsitz, S. R., Breizat, A.-H. S., Dellinger, E. P., Herbosa, T., Joseph, S., Kibatala, P. L., Lapitan, M. C. M., Merry, A. F., Moorthy, K., Reznick, R. K., Taylor, B., & Gawande, A. A. (2009). A surgical safety checklist to reduce morbidity and mortality in a global population. New England Journal of Medicine, 360(5), 491-499. https://doi.org/10.1056/NEJMsa0810119

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Urbach, D. R., Govindarajan, A., Saskin, R., Wilton, A. S., & Baxter, N. N. (2014). Introduction of surgical safety checklists in Ontario, Canada. New England Journal of Medicine, 370(11), 1029-1038. https://doi.org/10.1056/NEJMsa1308261

The NUR 4053 Module 4 assignment instructions

In many sections, the fourth module of NUR 4053 asks you to critique one research article. Expect to identify the purpose, design, sample, setting, intervention or variables, measures, results and limitations, judge each one, and decide whether the findings are strong enough to guide practice. Some prompts supply an appraisal tool or a list of questions; others leave the structure to you. Many ask about clinical significance as well as statistical significance. Critiques here generally come in around five pages and cite the article plus at least one appraisal source. Check Canvas for whether you must pick a quantitative study and whether the article should match the PICOT question from earlier modules.

How this NUR 4053 Module 4 example is built

The critique opens by describing the study accurately and linking its question to perioperative nursing. The design section names it a before-and-after study and explains which alternative explanations the lack of a concurrent control leaves open, while crediting consecutive enrollment and site diversity. The measures section separates the checklist as a document from the implementation package delivered and notes two measurement weaknesses. The results section reports the figures exactly and does the arithmetic to show events per 100 and per 1,000 operations, then explains why baseline risk matters. The limitations section adds what the authors did not name and places the study beside Urbach and colleagues' Ontario evaluation. A short section on implications for perioperative nurses precedes the conclusion.

Where the points sit in the NUR 4053 Module 4 rubric

Critique rubrics generally reward accurate identification of study elements, depth of appraisal, interpretation of results and a justified judgment about use in practice. Identification points require naming the design correctly and describing the sample and measures. The appraisal criterion, usually the heaviest, rewards weaknesses explained in terms of what they could do to the findings, not simply listed. Interpretation marks go to papers that address clinical significance, which is why the example converts percentages into absolute numbers. A judgment criterion rewards a conclusion that weighs the study against other evidence. Use of an appraisal framework such as Melnyk and Fineout-Overholt's questions supports several rows. Writing and APA 7 complete the grade.

NUR 4053 Module 4 help from the desk

Critiques most often turn into summaries, retelling the article in order without judging it. The reverse problem is a list of generic weaknesses, such as small sample or not generalizable, with no reason given. Students also misname designs, calling a before-and-after study a randomized trial, or report only relative reductions. Read the methods section twice before writing. Keep the authors' limitations separate from your own. Do not use the abstract alone; graders can tell. If your instructor assigned a different article, a qualitative study or a specific appraisal checklist, the desk can draft a Module 4 critique on that article.

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 American College of Education 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.

More NUR 4053 and RN to BSN sample papers

NUR 4053 Module 4 questions, answered

How do I judge clinical significance in a research critique?

Convert the reported percentages into absolute differences, such as events prevented per 100 or per 1,000 patients, and consider the baseline rate. A large relative reduction can mean a small absolute benefit when the outcome is rare. Then ask whether the difference would matter to patients and whether it would hold in your own setting.

Should a critique include studies other than the one being appraised?

Briefly, yes. Placing the study beside later or larger studies on the same question shows whether its findings have held up. Keep most of the paper on the assigned study, but a paragraph comparing it with the evidence that followed often separates a strong critique from a summary.

Where can I find a free NUR 4053 Module 4 sample paper?

The checklist critique sits on this page in full, from purpose and design through results in absolute numbers, limitations and later evidence, with three references and a margin note per section. It is free.

Which article should I choose for the NUR 4053 critique?

Choose a primary quantitative study on your PICOT topic, published in a peer-reviewed journal within the time window your instructor sets. Avoid reviews and guidelines for this assignment, since they are summaries, and pick an article whose methods section you can follow.

What is a before-and-after study?

It measures an outcome in a group before a change is introduced and again after, with no separate control group running at the same time. It is quick to run, but anything else that changed over the same period can explain the difference.