Method. Subjective sleep quality was measured with the Pittsburgh Sleep Quality
Index and objective sleep was estimated with actigraphy in 100 patients in the
acute phase and six months after stroke, from April 2007–March 2009.
Findings. Subjective sleep quality was better and objective wake percentage was
lower at follow-up than in the acute phase after stroke.

Actigraphy estimated low
sleep efficiency and many awakenings at both time points. Subjective and objective
measures were correlated at the 6-month follow-up, but not in the acute phase.
Women’s subjective sleep efficiency and total score on the Pittsburgh Sleep Quality
Index were worse than men’s in the acute phase, but actigraphy estimated that
women slept more than men in the course of a day. Women’s subjective sleep
quality was better at follow-up than in the acute phase. Men reported worse
subjective sleep quality, but better subjective sleep efficiency at follow-up than in
the acute phase, and also had lower objective wake percentage at follow-up.
Conclusions. Subjective sleep quality was poor and actigraphy indicated
disturbed sleep–wake patterns in the acute phase and at 6-month follow-up.
Gender differences existed in subjective and objective sleep in the acute phase,
but not at follow-up.
Keywords: actigraphy, gender differences, longitudinal study, nursing, pittsburgh
sleep quality index, sleep, stroke
© 2013 John Wiley & Sons Ltd 639

Instructions: A major skill that is learned in this course is how to critically read and critique nursing research articles. The purpose for critiquing an article is to critically evaluate the research process followed by the author(s) of the assigned article. This is an information-intensive, time-intensive process that is not learned overnight. To demonstrate your skill at critiquing an article, you will complete this open-book multiple choice assignment.
Here’s how you should approach completing this week’s assignment to finish critiquing an article:
1. First, do your assigned reading in Grove, Gray, and Burns (2015) and complete the reading worksheets early in the week. This will introduce you to the critique skills you will need for the week.
2. Skim the entire instructor assigned research article that has been posted on Blackboard for you so that you will have an idea of what it is about. Lightly cross out the abstract for the article (you won’t be using it). Then, for this week, re-read carefully the methods, results, discussion, implications, and conclusions sections of the article again.
3. Print this document and find the best answer to each question below based on your Grove, Gray, and Burns (2015) assigned reading for the week and what you have read in the instructor assigned research article.
4. Some of the questions in the critique assignment below will seem unfamiliar to you. Look up key terms from the question in your textbook. Some examples of these terms might be: power analysis, inter-rater reliability, and generalization. You can also look in Chapter 12 for an example of a critical appraisal (or critique) of a quantitative research article.
5. Once you have completed this assignment “on paper”, go into blackboard and enter your answers by the assignment due date and time listed in the syllabus. Ignore any wording from Blackboard that indicates that “this is a test” and carefully enter your answers from this document.
6. You will have two access attempts to record your answers. This is given to you so that if you encounter technical difficulties on your first attempt, you will have another attempt to enter your answers successfully.
If you have questions about this assignment, you can post them to your group discussion board for help. Please do not post the exact question from the assignment below and ask the group for the answer as this would constitute academic dishonesty.

Questions 1 – 9: Sample. (For help with these questions, refer to chapters: 9 & 12)
1. What sampling method or plan was used by the authors in this study?

a. simple random sampling