| Course | NUR 315 Nursing Research and Application to Practice |
|---|---|
| Module | Module 3 |
| Paper type | Quantitative critical appraisal paper |
| Length | About 758 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 315 Module 3
Nineteen and a Half Points Calmer: Appraising a Three-Arm Trial of Patient-Directed Music for Ventilated Adults
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 315: Nursing Research and Application to Practice
Instructor Name
Month Day, Year
Nineteen and a Half Points Calmer: Appraising a Three-Arm Trial of Patient-Directed Music for Ventilated Adults
Introduction
My PICO(T) question asks whether patient-directed music, compared with usual care, reduces anxiety and sedative exposure for adults on mechanical ventilation. The quantitative article I selected is a randomized clinical trial by Chlan et al. (2013). This paper appraises the study's purpose, design, sample, intervention, measures, results and limitations, and then judges how well it answers my question.
Purpose and Design
The study tested whether patient-directed music reduced anxiety and sedative exposure compared with noise-canceling headphones and usual care. It was a randomized clinical trial with three groups, the design best suited to cause and effect, since chance assignment spreads patient differences evenly across the arms, including differences no one thought to measure (Chlan et al., 2013). Including a headphones group was a careful choice: it tells apart what music adds from what quiet alone achieves.
Sample and Setting
Its 373 patients came from 12 ICUs in five hospitals in the Minneapolis-St. Paul area between 2006 and 2011. Participants were receiving mechanical ventilation for respiratory failure, had a mean age of 59 and were fairly ill, with a mean APACHE III score of 63. The sample was 86% white. Multiple ICUs strengthen the study, but the mostly white, single-region sample limits how confidently the results apply to the more diverse patients in Phoenix ICUs.
Intervention
In the music group, a music therapist helped each patient choose preferred music, which was loaded onto a player with headphones. Patients started and stopped the music themselves whenever they wished. Patient direction is a strength because it reflects real choice, but it also meant that use varied widely: the mean was about 80 minutes a day, while the median was only 12 minutes. Some patients used music a great deal and others very little.
Measures
Anxiety was measured daily with a 100-millimeter visual analog scale, on which patients mark their anxiety along a line. This tool is simple enough for patients who cannot speak, which suits ventilated adults. Sedative exposure was measured in two ways, intensity and frequency of sedative doses, using data from the medical record, which avoids relying on patient recall.
Results
Using a statistical approach that follows each patient over time, the researchers found that at any time point, anxiety in the music group ran 19.5 points below usual care on the 100-point scale than patients in usual care, with a 95% confidence interval from 6.8 to 32.2 points lower and a p value of .003 (Chlan et al., 2013). By the fifth study day, anxiety in the music group had fallen by 36.5%. Music also significantly reduced both measures of sedative exposure over time.
What does this mean at the bedside? A 19.5-point drop on a 100-point line is roughly a fifth of the scale, a difference a nurse and a patient would likely notice. Zero sits outside the confidence interval, which is why the finding counts as statistically significant, but its width tells me the true effect could be as small as about 7 points or as large as about 32. Statistical significance shows the effect is unlikely to be chance; clinical significance asks whether it matters to patients, and here the size of the effect and the reduction in sedation both suggest it does.
Limitations and Risk of Bias
Patients and nurses could not be blinded, since everyone could see the headphones, which may have influenced anxiety ratings. The visual analog scale depends on patients being alert enough to use it, so the sickest or most sedated patients may be underrepresented. Wide variation in music use makes it hard to say how much music is needed. The trial took place more than a decade ago, before current guidelines that emphasize lighter sedation, so usual care may now differ.
Agreement With Other Evidence
The results are consistent with a Cochrane review of 14 trials, which reported that listening to music cut anxiety substantially in ventilated patients and noted that one large trial, this one, reported reduced sedative intake (Bradt & Dileo, 2014). Current sedation guidelines encourage nonpharmacologic strategies that help keep sedation light (Devlin et al., 2018), which music could support.
Conclusion
The trial is well designed and directly answers my PICO(T) question. Its results show a meaningful reduction in anxiety and sedative exposure with patient-directed music. Limits in blinding, sample diversity and dose leave some uncertainty, but because music is low cost and low risk, the evidence supports offering it to ventilated adults who can choose, alongside careful assessment.
References
Bradt, J., & Dileo, C. (2014). Music interventions for mechanically ventilated patients. Cochrane Database of Systematic Reviews, (12), Article CD006902. https://doi.org/10.1002/14651858.CD006902.pub3
Chlan, L. L., Weinert, C. R., Heiderscheit, A., Tracy, M. F., Skaar, D. J., Guttormson, J. L., & Savik, K. (2013). Effects of patient-directed music intervention on anxiety and sedative exposure in critically ill patients receiving mechanical ventilatory support: A randomized clinical trial. JAMA, 309(22), 2335-2344. https://doi.org/10.1001/jama.2013.5670
Devlin, J. W., Skrobik, Y., Gélinas, C., Needham, D. M., Slooter, A. J. C., Pandharipande, P. P., Watson, P. L., Weinhouse, G. L., Nunnally, M. E., Rochwerg, B., Balas, M. C., van den Boogaard, M., Bosma, K. J., Brummel, N. E., Chanques, G., Denehy, L., Drouot, X., Fraser, G. L., Harris, J. E., ... Alhazzani, W. (2018). Clinical practice guidelines for the prevention and management of pain, agitation/sedation, delirium, immobility, and sleep disruption in adult patients in the ICU. Critical Care Medicine, 46(9), e825-e873. https://doi.org/10.1097/CCM.0000000000003299
NUR 315 Module 3 instructions, in plain terms
The posted syllabus grades EBP #2, the Quantitative Critical Appraisal Paper, at 40 points, the second of three papers that build on your approved PICO(T) question and on each other. The paper appraises the quantitative article from your final worksheet, using APA format, current research citations and the rubric in Canvas. Expect to describe and judge the study's purpose, design, sample and setting, intervention, measures, results and limitations, and to explain whether the findings answer your question and could change practice. Interpreting statistics in plain language is usually part of the rubric, so be ready to explain p values, confidence intervals and the difference between statistical and clinical significance. Course certification modules and quizzes cover the concepts you will need.
How the NUR 315 Module 3 example is put together
An opening paragraph ties the paper back to the worksheet question and identifies the Minnesota trial. Sections then move through purpose and design, sample and setting, intervention, measures, results, limitations and agreement with other evidence, each describing the study and then judging it. The sample section weighs how well the participants match the student's own setting. The results section reports the effect, confidence interval and p value and then translates them into bedside terms. Limitations address blinding, measurement and dose. The conclusion states whether the trial supports practice change. Three sources support the paper, with the trial itself at the center. Each section opens with what the study did and closes with a judgment, so the appraisal never drifts into summary.
Reading the NUR 315 Module 3 grading rubric
Expect points for describing the trial correctly, critical judgment of each element, correct interpretation of statistical results, identification of limitations and bias, how well the conclusion answers the worksheet question, and APA style. Description alone earns little; each section should say whether the study did that part well. Correct interpretation of confidence intervals and p values is a frequent point source. Distinguishing statistical from clinical significance shows understanding. Linking the study to other evidence and to practice shows the paper builds on Paper 1. Clear headings that follow the appraisal elements help faculty grade efficiently. A conclusion that states whether the evidence supports practice change ties the appraisal to the PICO(T) question.
NUR 315 Module 3 help: mistakes that cost marks
Summary without appraisal is the weakness graders see most. After describing each part, ask whether it was done well and why. Another is misreading statistics; a p value tells you how likely the result is due to chance, not how large or important it is. Report numbers exactly as the article does. Check that your article is truly quantitative and is the one approved on your worksheet. The desk can appraise the quantitative study on your worksheet if you share the full text. Use the course appraisal tool if one is provided. Read the methods section twice before writing.
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.
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NUR 315 Module 3 questions, answered
Where can I find a free NUR 315 Module 3 sample paper?
The paper above is a complete NUR 315 EBP Paper 2 sample appraising a randomized trial of patient-directed music for ventilated adults, with results interpreted in bedside terms.
How many points is the NUR 315 quantitative appraisal paper?
The posted syllabus lists EBP #2, Quantitative Critical Appraisal Paper, at 40 points.
What should a quantitative critical appraisal include?
Purpose, design, sample, intervention, measures, results with their statistics, limitations and whether the findings answer your clinical question.
What is the difference between statistical and clinical significance?
Statistical significance says the result is probably real; clinical significance says it is big enough to matter to the person in the bed.
Why include a confidence interval in an appraisal?
It shows the range in which the true effect likely falls, which tells you how precise the result is.