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HLT-362V Article Analysis 2: Guide
The HLT-362V Article Analysis 2 assignment uses the same template as Article Analysis 1 — you locate two peer-reviewed quantitative research articles and analyze each study’s purpose, design, sample, variables, instruments, statistical tests, findings, and limitations. The difference is that you apply the skills a second time with two new articles, reinforcing your ability to read and interpret quantitative nursing research. This guide explains the template, shows a fully worked example analyzing two real 2023 medication-safety studies, and connects the statistical concepts back to earlier course topics so you can complete the assignment confidently.
What Is the HLT-362V Article Analysis 2 Assignment?
Article Analysis 2 is a Topic 3 assignment in HLT-362V Applied Statistics for Health Care that asks you to locate two new quantitative studies and analyze them inside the same template used in Article Analysis 1. The purpose is to deepen your ability to dissect quantitative research — the same skill you will need when evaluating evidence for clinical practice.
The template fields are identical: APA citation, permalink, purpose, design, sample, variables, instruments, statistical tests, findings, limitations, and application to practice. Both articles must be quantitative and peer-reviewed, and your citations must follow APA 7.
The assignment builds directly on the conceptual foundation set in the Application of Statistics in Health Care paper and the quantitative skills practiced in the Summary and Descriptive Statistics and Population and Sampling Distribution worksheets.
How Do You Choose Different Articles for Article Analysis 2?
You choose different articles by selecting a new health topic so your analysis is distinct from Article Analysis 1. The rubric does not require the same topic, and choosing a fresh area demonstrates breadth.
Strong strategies include:
- Pick a patient-safety topic such as medication errors, falls prevention, or hand hygiene.
- Search CINAHL, PubMed, or the GCU Library for cross-sectional or cohort studies published within the last five years.
- Confirm both are quantitative — a methods section with a sample size and statistical analysis is the signal.
Avoid recycling the same articles or the same topic you used in Article Analysis 1.
What Should Each Template Field Contain?
Each field should contain a specific, concise answer drawn directly from the study, not paraphrased abstracts or vague generalities. Graders can tell the difference.
Here is what belongs in each row:
- APA citation — a correctly formatted APA 7 reference.
- Permalink / DOI — a working link so the grader can verify.
- Purpose — one or two sentences stating why the study was conducted.
- Design — name the exact design (e.g., cross-sectional survey, cohort, RCT).
- Sample — the number of participants, setting, and sampling method.
- Variables — explicitly name the independent and dependent variables.
- Instruments — the questionnaires, scales, or tools used to collect data.
- Statistical tests — the specific analyses (descriptive, chi-square, regression, etc.).
- Findings — the main results with key numbers where possible.
- Limitations — what the authors acknowledge weakens the study.
- Application — how findings could inform nursing practice.
HLT-362V Article Analysis 2 Worked Example
For Reference Use Only: This worked sample is provided as a study reference and example only. Need a custom Article Analysis completed with your own articles and rubric? Message us on WhatsApp: +1 564-544-6924
Article Analysis 2
[Student Name]
College of Nursing and Health Care Professions, Grand Canyon University
HLT-362V: Applied Statistics for Health Care
[Instructor Name]
[Due Date]
Article Analysis 2
This analysis examines two recent peer-reviewed quantitative studies on medication administration errors in nursing, a critical patient-safety issue. The first study explores the reasons for medication errors and barriers to reporting them among Czech nurses, while the second evaluates medication errors during the COVID-19 pandemic and their association with shift work among Iranian nurses. The table below summarizes each study’s purpose, design, sample, variables, instruments, statistical methods, findings, limitations, and relevance to practice.
| Criterion | Article 1 | Article 2 |
| APA citation | Brabcová, I., Hajduchová, H., Tóthová, V., Chloubová, I., Červený, M., Prokešová, R., Malý, J., Vlček, J., Doseďal, M., Malá-Ládová, K., Tesař, O., & O’Hara, S. (2023). Reasons for medication administration errors, barriers to reporting them and the number of reported medication administration errors from the perspective of nurses: A cross-sectional survey. Nurse Education in Practice, 70, 103642. | Gilavand, A., Jafarian, N., & Zarea, K. (2023). Evaluation of medication errors in nursing during the COVID-19 pandemic and their relationship with shift work at teaching hospitals: A cross-sectional study in Iran. Frontiers in Medicine, 10, 1200686. |
| Permalink / DOI | https://doi.org/10.1016/j.nepr.2023.103642 | https://doi.org/10.3389/fmed.2023.1200686 |
| Purpose / research question | To identify the reasons for medication administration errors (MAEs), describe the barriers to reporting them, and estimate the number of reported MAEs from the perspective of nurses in the Czech Republic. | To evaluate medication errors in nursing during the COVID-19 pandemic and to examine their relationship with shift work at teaching hospitals in Iran. |
| Research design | Quantitative cross-sectional survey. | Quantitative cross-sectional survey. |
| Population / sample | Registered nurses working in hospitals across the Czech Republic, surveyed using a structured questionnaire. | 260 nurses working at teaching hospitals affiliated with Ahvaz Jundishapur University of Medical Sciences, southwest Iran. |
| Variables | Independent: sociodemographic and workplace factors. Dependent: reasons for MAEs, barriers to reporting MAEs, and estimated percentage of MAEs actually reported. | Independent: shift work pattern and circadian type. Dependent: medication errors (occurrence and type). |
| Instruments | A structured self-report questionnaire covering demographic characteristics, reasons for MAEs, barriers to reporting, and estimated reporting rates. | Three questionnaires: a demographic characteristics form, a medication error questionnaire, and the standard Circadian Type Inventory (CTI). |
| Statistical tests | Descriptive statistics (mean values, frequencies, percentages) and comparison of mean values across respondent subgroups. | Descriptive statistics (frequencies, percentages, means), chi-square test for the relationship between shift work and medication errors, and group comparisons. |
| Key findings / significance | Nurses identified workload-related factors (e.g., fatigue, time pressure, and staffing shortages) as the primary reasons for MAEs. Fear of punishment and blame were the most commonly cited barriers to reporting. Nurses estimated that only a fraction of actual MAEs were formally reported. | At least one medication error was observed in 83.1% of nurses. During the COVID-19 period, 36.2% of nurses reported medication errors. Most errors (65.8%) occurred during the night shift. A statistically significant relationship was found between shift work and medication errors. |
| Limitations | Cross-sectional design limits causal inference; reliance on self-report may introduce recall and social-desirability bias. | Single-site sample from one university’s affiliated hospitals limits generalizability; self-report measures may underestimate actual error rates. |
| Application to practice | Findings support implementing non-punitive error-reporting cultures and addressing workload and staffing to reduce MAEs. | Results highlight the need for shift-scheduling policies that minimize night-shift fatigue and for enhanced medication safety protocols during pandemic surges. |
References
Brabcová, I., Hajduchová, H., Tóthová, V., Chloubová, I., Červený, M., Prokešová, R., Malý, J., Vlček, J., Doseďal, M., Malá-Ládová, K., Tesař, O., & O’Hara, S. (2023). Reasons for medication administration errors, barriers to reporting them and the number of reported medication administration errors from the perspective of nurses: A cross-sectional survey. Nurse Education in Practice, 70, 103642. https://doi.org/10.1016/j.nepr.2023.103642
Gilavand, A., Jafarian, N., & Zarea, K. (2023). Evaluation of medication errors in nursing during the COVID-19 pandemic and their relationship with shift work at teaching hospitals: A cross-sectional study in Iran. Frontiers in Medicine, 10, 1200686. https://doi.org/10.3389/fmed.2023.1200686
How Is Article Analysis 2 Graded?
Article Analysis 2 is graded on the same rubric criteria as Article Analysis 1: accuracy and completeness of your analysis, appropriate article selection, and APA formatting. Each blank or vague cell costs points.
Key grading priorities:
- Correct identification of design, variables, and statistical tests for both articles.
- Two distinct, peer-reviewed quantitative articles (not the same ones used in Article Analysis 1).
- Accurate APA 7 citations with working DOI links.
- Specific, evidence-based descriptions rather than generic summaries.
Common Mistakes to Avoid
The same errors that cost points in Article Analysis 1 recur in Article Analysis 2. Watch for these:
- Reusing articles from Article Analysis 1 — the assignment requires new studies.
- Choosing a qualitative study or a literature review instead of a quantitative one.
- Leaving the statistical-tests field vague (e.g., writing “statistics” instead of “chi-square and logistic regression”).
- Broken DOI links that the grader cannot open.
- Copying the abstract instead of analyzing in your own words.
How Does Article Analysis 2 Connect to the Rest of HLT-362V?
Article Analysis 2 does not exist in isolation; it builds on concepts and skills you develop across every other HLT-362V assignment. Understanding those connections helps you see the course as a whole and strengthens your work on each individual deliverable.
Application of Statistics in Health Care (Topic 1)
The Application of Statistics in Health Care paper is where you first explain why statistics matter in nursing across quality, safety, health promotion, and leadership. The studies you analyze in Article Analysis 2 are living proof of that argument — they use statistical methods to improve patient safety, the very concept you wrote about in Topic 1.
Summary and Descriptive Statistics (Topic 2 Benchmark)
The Summary and Descriptive Statistics benchmark teaches you to calculate means, medians, standard deviations, and ranges in Excel. When you encounter “descriptive statistics” in the methods section of a research article, you already know what the authors computed and why those numbers matter — because you did it yourself.
Population and Sampling Distribution (Topic 2)
The Population and Sampling Distribution worksheet shows you how sample means behave and why the standard error shrinks as samples grow. That knowledge is exactly what lets you evaluate whether a study’s sample size is adequate and whether its results are likely to generalize — two judgment calls you make in the “limitations” and “application to practice” rows of the analysis template.
Article Analysis 1 (Topic 2)
Article Analysis 1 is the first time you complete the analysis template. Article Analysis 2 uses the identical format but with two new articles, so the skills transfer directly. If you scored well on Article Analysis 1, replicate your approach; if you lost points, review our Article Analysis 1 guide to see where the common errors are.
Putting It All Together
By the time you finish Article Analysis 2, you have practiced every layer of statistical reasoning in HLT-362V: conceptual understanding (Application of Statistics), hands-on computation (Descriptive Statistics and Sampling Distribution), and critical appraisal of published research (both Article Analyses). That progression is deliberate — the course is designed so each assignment reinforces the next.
HLT-362V Article Analysis 2 FAQ
Can I use the same articles from Article Analysis 1?
No, Article Analysis 2 requires two new peer-reviewed quantitative articles. Reusing articles from Article Analysis 1 does not meet the assignment requirements and will cost you points.
Does Article Analysis 2 use the same template as Article Analysis 1?
Yes, the template is identical. You analyze each study’s purpose, design, sample, variables, instruments, statistical tests, findings, limitations, and application to practice in the same format.
What is a good topic for Article Analysis 2?
Medication safety, patient falls, hand hygiene compliance, or nurse staffing and patient outcomes are all strong, researchable topics with abundant quantitative literature. Choose a topic different from your Article Analysis 1.
How do I know which statistical test was used?
Read the data-analysis subsection of the methods section, which names the specific procedures. Common tests include descriptive statistics, chi-square, t-tests, ANOVA, correlation, and regression.
Do both articles need to be on the same topic?
The two articles should share a related health topic for coherence, but they do not need to be identical in focus. A shared theme like medication errors makes comparison easier and strengthens your analysis.
About the Author
This guide was prepared by the Gradevia academic team, specialists in nursing and health-sciences coursework support for students at GCU, WGU, Walden, and Liberty University. Our writers hold graduate degrees in nursing, public health, and applied statistics, and have produced hundreds of rubric-aligned HLT-362V resources. We focus on helping busy working nurses understand the method, not just the answer.
Article Update Log
June 18, 2026 — Initial publication.
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