HCR 426 Module 2 Research Critique of a Quantitative Article Example

Reviewed by Emmett Rockwell, MBA Arizona State University Updated October 2026

This HCR 426 Module 2 sample is the Research Critique in the Health Care Coordination Capstone, which ASU Health Care Coordination students take in their final term. Worth 15 points with the bibliography, the critique in ASU HCR 426 asks students to evaluate a quantitative article on their own coordination topic. The composite student critiques Project RED, a randomized trial at a Boston safety-net hospital in which a nurse discharge advocate and a pharmacist's follow-up call reduced emergency visits and readmissions over 30 days. She sets out the question, design, sample, intervention, measures and results, then weighs what the design protects against, what it cannot, and how far a single English-only trial can travel to her own community hospital.

CourseHCR 426 Health Care Coordination Capstone
ModuleModule 2
Paper typeQuantitative research critique
LengthAbout 678 words, 5 pages
FormatAPA 7 student paper
SchoolArizona State University
ProgramBS in Health Care Coordination
UpdatedOctober 2026

Free sample paper for HCR 426 Module 2

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Critique of the Project RED Randomized Trial of a Reengineered Hospital Discharge

Student Name

BS in Health Care Coordination, Arizona State University

HCR 426: Health Care Coordination Capstone

Instructor Name

Month Day, Year

What this page is doingThe title names the study under review and its design.
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Critique of the Project RED Randomized Trial of a Reengineered Hospital Discharge

The Study Under Review

This critique reviews the Project RED trial, published in Annals of Internal Medicine by a Boston Medical Center team (Jack et al., 2009). I chose it from my annotated bibliography because it tests a complete discharge bundle against usual care, which is the kind of solution my capstone will propose.

Purpose and Question

Jack et al. (2009) asked whether a redesigned discharge process, delivered by a nurse in the hospital and reinforced by a pharmacist by telephone after discharge, would reduce hospital use in the month after patients went home. The main outcome counted every return to the hospital in the following month, whether to the emergency department or to an inpatient bed.

Design and Sample

This was a randomized controlled trial on the general medical service of an urban academic safety-net hospital in Boston. Researchers enrolled 749 hospitalized adults who spoke English, with a mean age of about 50. Assignment used blocks of six and eight, with index cards in sealed, numbered envelopes, which kept recruiters from predicting the next allocation. The analysis compared 370 intervention patients with 368 receiving usual care.

Intervention

A nurse discharge advocate met patients during the stay to schedule follow-up appointments, confirm that the medication list had been reconciled and teach from an individualized booklet. The booklet also went to the patient's primary care provider. Two to four days after discharge, a clinical pharmacist called to go over the plan and the medicines again.

Measures and Analysis

Hospital use within 30 days came from hospital records and from telephone interviews with participants, and the research assistants who made the follow-up calls were kept unaware of each patient's assignment. Secondary outcomes included how prepared patients felt for discharge and whether they saw their primary care provider within 30 days. Rates were compared as visits per person per month.

Results

The intervention group used the hospital less, at a monthly rate of 0.314 visits per person against 0.451 under usual care, an incidence rate ratio of 0.695 (95% CI, 0.515 to 0.937; P = 0.009). Put plainly, hospital use fell by roughly 30%. The program helped most among patients who had been hospitalized or seen in the emergency department in the six months before the index stay.

What this page is doingTranslating the rate ratio into a plain percentage keeps the result readable for a capstone audience without losing the exact figures.
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Critique: Internal Validity

Strengths: Concealed allocation protected randomization, the groups were compared as assigned and the people collecting outcomes were blinded. The intervention is described step by step, so a reader knows what produced the effect. Limitations: Patients and clinicians knew who received the program, and some outcome data relied on what participants remembered, which could tilt results if intervention patients reported more carefully. The abstract also notes that adverse events were collected but not yet analyzed, so the trial cannot say whether the program prevented injuries as well as visits.

Critique: External Validity

One hospital, a relatively young population and an English-only sample limit how far the result travels. My community hospital serves many older adults and a large Spanish-speaking population, so the booklet, the teaching and the pharmacist call would all need to work in Spanish before I could expect similar results. The study also predates the Medicare readmission penalty, and a meta-analysis of 42 trials found that newer trials report smaller effects (Leppin et al., 2014), so a smaller benefit is the honest expectation.

Implications for My Capstone

Project RED gives my program a tested core: a named person who owns the discharge, a reconciled medication list, an appointment made before the patient leaves, a summary sent to the clinic and a call within days. I will add bilingual staff, target patients with recent hospital use, where the trial saw its largest benefit, and measure injuries as well as visits, since drug-related harm is the most common injury in the weeks after discharge (Forster et al., 2003).

Conclusion

Project RED is a well-protected trial with a meaningful effect on hospital use. Its single-site, English-only sample means my capstone should adapt it with care and measure the results locally.

References

Forster, A. J., Murff, H. J., Peterson, J. F., Gandhi, T. K., & Bates, D. W. (2003). The incidence and severity of adverse events affecting patients after discharge from the hospital. Annals of Internal Medicine, 138(3), 161-167. https://doi.org/10.7326/0003-4819-138-3-200302040-00007

Jack, B. W., Chetty, V. K., Anthony, D., Greenwald, J. L., Sanchez, G. M., Johnson, A. E., Forsythe, S. R., O'Donnell, J. K., Paasche-Orlow, M. K., Manasseh, C., Martin, S., & Culpepper, L. (2009). A reengineered hospital discharge program to decrease rehospitalization: A randomized trial. Annals of Internal Medicine, 150(3), 178-187. https://doi.org/10.7326/0003-4819-150-3-200902030-00007

Leppin, A. L., Gionfriddo, M. R., Kessler, M., Brito, J. P., Mair, F. S., Gallacher, K., Wang, Z., Erwin, P. J., Sylvester, T., Boehmer, K., Ting, H. H., Murad, M. H., Shippee, N. D., & Montori, V. M. (2014). Preventing 30-day hospital readmissions: A systematic review and meta-analysis of randomized trials. JAMA Internal Medicine, 174(7), 1095-1107. https://doi.org/10.1001/jamainternmed.2014.1608

What the HCR 426 Module 2 instructions ask for

The Research Critique asks for an appraisal of one quantitative article on your own coordination topic, and it is scored with the annotated bibliography as a 15-point set. Pick a study from your bibliography that tests a question with numbers, such as a randomized trial, a cohort study or a before-and-after comparison with a control group. The critique falls in the week on quantitative research analysis, so the readings on design, sampling, measurement and statistics supply your vocabulary. Most critiques move through the same stations: what the study asked, how it was designed, who took part, what was done, how outcomes were measured, what was found and how much the findings can be trusted inside the study and outside it. End by saying what the study changes about the solution you plan for the final project; that link is why a capstone assigns a critique at all.

How the HCR 426 Module 2 example is put together

The sample starts with the full APA reference so the reader knows exactly which article is under review. It then walks through the trial in the order a reader meets it in the article: question, design and sample, intervention, measures, results. Exact figures appear once, with a plain-language translation beside them. The critique proper is split into internal validity, where strengths and limitations are listed separately, and external validity, where the student compares the trial's patients with her own hospital's. A second source enters only to temper expectations about effect size. The implications section names the parts of the program she will keep and the parts she will change, and a two-sentence conclusion gives her overall judgment of the study.

Reading the HCR 426 Module 2 grading rubric

The critique and the bibliography share the 15 points on one Canvas rubric. A critique scores when it identifies the design correctly, reports the sample, intervention, measures and results accurately, separates real strengths from real weaknesses, discusses both kinds of validity and ties the study back to the student's own capstone. It loses points when it retells the abstract without judging it, when it calls a study weak or strong without saying why, when statistics are copied without interpretation or when the article is qualitative or a review rather than a single quantitative study. Instructors also check that the student's own setting appears in the external validity discussion, since generalizability only means something in relation to a particular place and population.

HCR 426 Module 2 help: mistakes that cost marks

Choose an article whose full text you can read; an abstract alone will not show you how randomization or blinding was handled. Copy the reference first and confirm every author. Read the methods twice before you write the results. When you report a statistic, add one sentence that says what it means in plain words. Ask what else could explain the result, and whether the patients look like yours. Keep your critique proportionate: one small flaw does not sink a well-designed trial. If you cannot tell whether your article counts as quantitative research, the desk can look at it with you before you start.

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 Arizona State 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.

More HCR 426 and BS in Health Care Coordination sample papers

HCR 426 Module 2 questions, answered

Where can I find a free HCR 426 Module 2 sample paper?

This page has a full HCR 426 Module 2 sample: a critique of the Project RED randomized trial of a reengineered hospital discharge.

What kind of article does the HCR 426 critique need?

A quantitative study on your coordination topic, such as a randomized trial or cohort study, not a review or qualitative paper.

What did Project RED find?

Patients who received the redesigned discharge used the hospital about 30% less in the next month than those receiving usual care.

What is external validity in a research critique?

How far the results can be expected to hold for other patients, places and times, such as your own hospital.

How long should the HCR 426 critique be?

The syllabus treats it as a short paper; the sample runs about 900 words under its headings.