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Critical thinking in healthcare
Participants
Provide specific identification for the proposed participants for the study. Include a description, the possible number within the population, the proposed location, and the selection procedure. Be specific when identifying the selection process. Then identify how a representative sample will be drawn from the population (Estimated length half a page)

Research Design
Determine how to conduct the data collection and the proposed analysis. See page 15 of your textbook. (Estimated length half a page)

Instrumentation and Data Collection Plans
State the sources and/or instrument(s) proposed to be used to record the data (surveys, interview protocols). Identify the procedure. For a mailed survey, identify steps to be taken in administering and following up the survey to obtain a high response rate. Determine how to specifically conduct the research based on the proposed
sample.

(Estimated length half a page)

Proposed Analysis of the Data
Identify what results are expected from the sample. Identify how the categories of responses will be determined and analyzed. Address specifically what the proposed results could infer back to the population. Answer the following questions .
• What variables will be included in the analyses?
• Identify the dependent and independent variables if such a relationship exists.
• What is the decision making criteria (e.g., the critical alpha level)?
• Will computer software be used in the analysis? If so, identify what will be used.
• Explain how to assess the validity of the measurement.
• Explain how to measure the reliability of the variables.
(Estimated length one to two pages)

Using these 5 References:

Humphrey, E., Sewell, D., & Williams, R. A. (2002, May-June). Implementing problem-based learning in ambulatory care. (Perspectives in Ambulatory Care). Nursing Economics, 20(3), 135+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA87777001&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=0080d589e1643e9af5d24006eb0f93a2

Kowalczyk, N., & Mazal, J. (2006). Perceptions of required advanced skills. Radiologic Technology, 77(4), 269+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA144151144&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=8aa761fe5eea3dad29fde302377c45e9

Oermann, M. H. (2000, Fall). Clinical Scenarios for Critical Thinking. Academic Exchange Quarterly, 4(3), 85. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA67872704&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=688671d811e6ca32aa2c69b1d7571fff

Robert, R. R., & Petersen, S. (2013, March-April). Critical thinking at the bedside: providing
safe passage to patients. MedSurg Nursing, 22(2), 85+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA327814030&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=e9f927a82ae317b409f8a53d4ec3f017

Zori, S., & Morrison, B. (2009). Critical Thinking in Nurse Managers. Nursing Economics,
27(2), 75-79. Retrieved from
https://www.nursingeconomics.net/ce/2011/article27075098.pdf