critical analysis essay advertisement

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16 Drafting Your Ad Analysis

Dr. Karen Palmer

Now that you have a solid outline, it’s time to start writing your ad analysis paper! Here we will work through fleshing out each part of your outline–turning your outline into a full draft.

Introduction

The first part of your paper is your introduction. You may remember from the Writing Formula chapter that an introduction consists of three main parts: the hook, the introduction to the topic, and the thesis. Let’s begin with the hook. A hook does two jobs–it connects the topic of your paper to your readers, and it attempts to capture their attention.

This video highlights some of the most common techniques for writing a good hook:

Now that you have a general idea of what a hook does, let’s focus in on the kind of hook that would be most useful for your ad analysis essay. Let’s say you are doing an analysis on that milk ad we discussed earlier in the text.

Strategy 1: Connect to the topic of the ad: milk. You could say something like, “Do you drink milk?” But…would that really draw in readers? Surely, there is a better way to grab the attention of our audience.

Strategy 2: Connect to the broader topic of advertising. Here you might say something like, “Advertisers are always trying to get our attention.” Sure, this is a broad opening to the paper, but is it really going to make anyone interested in the topic?

A good idea is to brainstorm some current events or topics that link to your ad. A brainstorming list for this milk ad could include lactose intolerance, the concept of looking at TV sitcom characters as role models, the changing role of mothers, and even the pressure placed on moms (and women in general)  to be perfect. Choose something that appeals to you and that illustrates a theme that runs through the ad. When brainstorming with my classes, we often land on the idea of perfection with this particular milk ad. It makes a compelling frame for the paper.

Introducing the topic is just that–letting readers know what the paper will be about. ie An ad for ________ located in _________ magazine illustrates this concept. Note that you need to include the specific product advertised in the ad, the name of the magazine in which the ad is located, and include a connection/transition to your hook.

Finally, the last sentence of your introduction is your thesis. Here you make your argument. While you already wrote a thesis for your outline, you want to double check that the thesis connects in some way to your hook. Our example thesis is: “The advertisers successfully persuade the consumer that milk will make them a great mom by using nostalgia, milk branding, and the image of ideal motherhood.” We might make a slight adjustment here to make the connection a bit more explicit: “The advertisers play on the desire of moms to fulfill an image of perfection by using nostalgia, milk branding, and the image of ideal motherhood.”

In the ad analysis, our background consists of two different sections: the description and the discussion of context.

Description

Remember that your audience cannot see the ad you are discussing. If you were in a room presenting to your audience, you might project an image of the ad up on a screen. Since we can’t do that in an essay, we need to describe the ad for our readers. Essentially, you want your readers to be able to draw a basic picture of your ad–or at least visualize it accurately in their minds.

This video from James Rath discussing how people with visual impairments see images on social media gives an important life reason for learning how to write solid image descriptions:

Here are some good tips for writing a description of an image:

1. Start by giving readers a one sentence overview of the ad. For our milk ad, that might be, “In this ad, three mothers from iconic sitcoms sit side by side in a beauty parlor under old-fashioned hair dryers.”

2. Determine in advance how you want readers to see the image–do you want them to look at the image left to right? Foreground to background? Clockwise? Bottom line here–don’t make readers minds jump around from place to place as they try to visualize the image.

3. Choose the key elements. You don’t have to describe every single thing in this paragraph. Tell readers who the three moms are and what show they are from. Give enough basic details so that readers know the setting is old-fashioned. Remember, you’ll be able to bring forward more detail as you analyze the ad in the body of your paper. Readers don’t need to know what color a person’s eyes are unless it’s a key part of the ad.

4. Don’t forget the text! While you should not write every word in the ad in your description, especially if there are lengthy paragraphs, you should include a brief overview of the text. ie placement, basic overview Again, you’ll be able to give specific quotes that are relevant to your analysis in the body of your paper.

5. Write in present tense!

The context of an ad really focuses on the audience of the ad. Remember that advertisers very carefully consider the audience for their product and create their advertisements to best reach that target audience. Let’s look at this from the perspective of a company looking to place an ad:

So, if an advertiser goes to this much trouble to determine the demographics of their target audience, it’s obviously important! The ad (unless perhaps it was published by an inexperienced advertiser) is not “for everyone.” An ad in Newsweek , no matter how childlike it appears, was not created for children. It was created for the audience who will purchase and read this magazine. When we do an ad analysis, we want to share similar information with our readers. What magazine is the ad placed in? What is the general focus of that publication? What kinds of articles appear in the publication? What general types of ads appear? In short, who is the audience? Of course, you can look at a magazine and get some of this information. You can also do a quick online search for the demographics of the magazine or for their media kit, which is what advertisers look at prior to purchasing advertising space to ensure the magazine is a good fit for their ad.

Now that you have the background out of the way and your audiences thoroughly understand the topic, it’s time to begin your analysis. Your thesis should have given at least three advertising strategies used in the ad. Your paper should include a paragraph for each one of those strategies.

Topic Sentence

The topic sentence should echo the wording of the thesis and clearly introduce the topic. For example, “One way the advertisers use the concept of the perfect mother to convince readers to purchase milk is by using iconic mothers from television shows.” For your next paragraph, you’d want to be sure to include a transition. For example, “Another way” or “In addition to” are both phrases that can be used to show that you are building onto your previous paragraph.

In this part of the paragraph, you want to give specific examples from the ad to support your point.

First, you should introduce the example. “The three moms from iconic tv shows are the focus of this ad.”

Next, you should give specific examples from the ad–this could be pointing out particular details about the images in the ad or quoting from the text–or both! For example, for the milk ad, you might give the specific names of the characters and the shows they are from. You might point out that every detail of their outfits are perfect. That they are wearing makeup and jewelry. That they have their wedding rings prominently focused in the image. You might also quote text, like the line from the ad that says, “Another all-time great mom line.”

Finally, wrap up your examples with a clear explanation of how the example proves your point. For example, you might say that, especially in modern times, it is very difficult for mothers to live up to the standard of perfection set by these three television moms. You might explain how causing readers to feel “less than” sets the stage for them to accept the premise that giving their children milk will make them more like these TV moms.

The wrap up for your paragraph is similar to the wrap up for the evidence provided. Here you want to reiterate your thesis in a simple sentence. For example, you might say, “Using the images of these iconic moms convinces moms that, in order to be a good mom, they must buy milk for their children.”

The conclusion of your paper is essentially a mirror image of your introduction. Think of your paper as an Oreo cookie. The introduction and the conclusion are the cookies that surround the best part–the body of the paper. Like the cookie outsides of the Oreo, the introduction and conclusion should be mirror images of each other.

1. Start with re-stating the thesis.

2. Reiterate the topic.

3. Return to your hook and elaborate.

Unlike an Oreo, the conclusion should not simply copy your introduction word for word in a different order. Try to restate your sentences in a different way. Elaborate on your hook so that you leave readers with something to think about!

 Content written by Dr. Karen Palmer and is licensed CC BY NC.

The Worry Free Writer Copyright © 2020 by Dr. Karen Palmer is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Advertisement Analysis Essay: Steps, Tips, Insights, & Example

Conventional selling methods that entail rational thoughts are no longer effective.

Today, advertisements that motivate the viewer or reader to take deliberate action stimulate emotion.

Therefore, knowing how to write an advertisement analysis essay correctly is an essential skill that all marketing or business students should master before graduation.

Advertisement analysis essays, also known as ad analysis essays, are quite popular among students.

Such essays are more about ad reviewing and have a specific format that should be adhered to.

What is an advertisement analysis essay, and how do you correctly write one? Keep on reading to find out more.

What is an Advertisement Analysis Essay?

An advertisement analysis essay is an academic essay that needs the student or writer to study an advert properly.

The essay is typically written about a television or print commercial, and it aims to disclose any hidden messages featured in the advertisement which might be misleading or false.

This can be achieved through studying different aspects like gender, used color schemes, age of the target market, and even the genre of music featured, among other things.

For instance, you can highlight how advertising primarily gives males dominant positions over women through virtually all details displayed in the advert.

A counterpart will then have to examine the same advert from the standpoint that it treats both genders equally, thus eliminating any preconceived thoughts about gender discrimination.

Nonetheless, even though ad analysis essays focus on specific works, whether visual or print, the analysis can be stretched to cover how media is used in audience manipulation.

You can, for instance, have an ad analysis essay that compares and contrasts gender roles across different ads or TV programs like soap operas and commercials.

And one great advantage that this kind of essay has over other essays written on the same topic is its ability to use several sources in backing and supporting an argument, and this not only shows that you have conducted thorough research on the topic but also proves your point.

Steps for Writing a Critical Analysis Essay for an Advertisement

Writing an advertisement essay is as simple as keenly reading or observing the advert and then interpreting its meaning to the target audience or exploring how well a brand or a company uses the Ad to achieve its marketing functions.

Today, there are many ways to run adverts apart from print media. Online platforms such as Facebook, TikTok, Instagram, and YouTube allow influencers, companies/brands, and marketing agencies to run different ads. Besides, there is also a choice of running ads on commercial TV or radio.

Like a standard academic essay , specific steps should be followed when writing an ad analysis essay.

Below are the steps involved in writing an ad analysis essay like a pro!

Step One: Analyze The Chosen Ad

You can look through magazines or newspapers to find one to discuss if not already provided. Pick an advertisement you understand and have sufficient background information on. Knowing the different parts of an ad and a few advertising methods will help you develop a comprehensive analysis and informative essay.

What five parts of an ad should you look out for? They are;

• A captivating headline
• Relatable color schemes, images, as well as packaging that capture the consumer's interest
• Marketing the benefits
• A call to action
• A memorable tagline

When assessing the advertisement, observe specific factors like the language, graphics, target audience, message, and cultural significance. In addition, the utilized advertising techniques should also be examined.

Step Two: Use Your Introduction to Introduce the Ad

The first sentence of your introduction should be an attention-grabber/hook that attracts your readers. It can be a statement, observation, statistic, or fact.

After selecting and analyzing the specific advertisement, utilize your essay's introduction to offer background details on the service or product presented in the ad.

Next, give a short analysis of the ad's history, mention why the advert seems better than others, and discuss the target audience.

Step Three: Add Your Thesis Statement

Utilize your thesis to mention what the essay will highlight and what the selected advert is doing about achieving its goal. The thesis statement should include the ad's message, whether it is implicit or explicit.

Make sure that the thesis statement is the last sentence in your introduction. A good thesis statement lets the reader know your standpoint before reading the entire essay.

Step Four: Discuss One Point Per Paragraph

Each body paragraph featured in the body of your essay should discuss one central point. For example, you can discuss the ad's creativity in one paragraph and then discuss the methods used to capture attention in another paragraph. This should be elaborate right from your topic sentence to the concluding sentence.

Generally, the body paragraphs should examine the ad and utilize statistics, facts, research, and examples to demonstrate how the advert leads to a specific outcome.

You can, for instance, quote any sensitive language used. Moreover, the body of your essay should explain how the advertising strategies used work and why they were chosen for that particular audience.

You can also compare and contrast the models used in the advert compared to adverts used by competitors to bring in the critical aspect that encouraged a good scholarly discussion.

You should also identify the loopholes in the market that need to be addressed or if there are needs of the target audience that the advert failed to meet.

Every suggestion you make on the advert should be objective and generalized so that the readers can themselves make a subjective opinion.

Do not forget to include examples as well. Besides, you should cite any information you borrow from scholarly sources to avoid plagiarism.

Step Five: Conclude Your Essay

In the essay's conclusion paragraph , summarize your essay, mentioning some of the main points you discussed earlier. You will also need to restate your thesis statement. Remember that the conclusion is one of the most critical parts of your essay. You, therefore, should make sure that it is memorable.

Take advantage of conclusion paragraph starters to write a perfect conclusion that resonates with your readers.

• How to write an outstanding compare and contrast essay . 
• How to write an analytical essay.
• Case study writing process (guide) for college/university students.

Structure of an Ad Analysis Essay

Introduction

The introduction should mention what the advertisement is for. You should summarize the ad's context, name the product or company, and give your thesis statement. The introduction can be written in any of these techniques; an interrogative introduction, narrative introduction, inverted triangle introduction, minding the gap introduction, or a paradoxical introduction.

Your thesis statement should also clarify what the ad is about and who the intended target audience is. Note that the thesis statement should be placed at the end of the introduction. A good thesis statement includes the following:

• Explicit messages ; the obvious and clear messages
• Implicit messages ; the hidden messages. They include the promises made by the ad to the consumer.

Your essay's body paragraphs should utilize evidence from the advertisement to prove the thesis statement. Make sure to include the following in your body paragraphs:

• A short description of the advertisement. You should present an impartial description of the ad's features. You can explain the ad's appearance, what or who is featured, and the different colors used. Remember that this segment should only describe what the reader or reviewer would see, not how the advert works.
• Discuss the target audience and the publication where the ad appeared. Explain what particular group of people the advert is targeting. You should include the race, education, age, sex, class, and marital status of the intended audience.
• Logical appeals/logos. Clearly explain how the advertisement applies logos to appeal to its target audience. Include a few paragraphs to communicate the advert's use of logos.
• Emotional appeal/ pathos. Elaborate on how the advertisement applies emotional appeals to charm its target audience. Include a few paragraphs to communicate the advert's use of pathos.
• Ethical appeals/ ethos. Clearly explain how the advertisement applies ethos to appeal to its target audience. Include a few paragraphs to communicate the advert's use of ethos.

You should provide a brief summary of your essay, mentioning some of the points you discussed earlier. You will need to restate your thesis statement and remember that the conclusion is one of the most critical parts of your essay.

The conclusion should also explain the ad's cultural significance. Mention the attitudes, beliefs, and values the advertisement seeks to meet.

Ad Analysis Essay Outline

It is vital to develop an essay outline before you start writing your paper, and the outline will serve as a plan for how you intend to approach it. Below is an advertisement analysis essay outline template you can use for your assignment.

• The name and purpose of the ad. Include the brand and authors.
• Summary of ad's context.
• Relevant background information about the company or organization featured in the ad.
• The thesis statement.
• The ad's impact on the target audience.

Body paragraphs

• Proof of the ad's effectiveness on the intended audience.
• Mention a few examples (only where applicable).
• Discuss the components of the ad.
• Discuss the approach used by the advertisers.
• Discuss the impact of the advertisement on its audience.
• Logos, pathos, and ethos of the advert.
• Visual and textual strategies used in the ad.
• In case it is a comparison, discuss the similarities and differences.
• Restate the thesis statement.
• Mention what makes the ad stand out.
• Discuss the intention of the ad.
• Give a general reflection on the advertisement and wrap things up with your opinion.

Follow our guidelines, and you can rest assured of having a perfect ad analysis essay!

Sample Advertisement Analysis Essay

Garnier Fructis Shampoo Advertisement Analysis Essay Introduction Fructis Shampoo is one of the major products manufactured by Garnier, an American company. During one of its promotions to market the product, Garnier posted an advertisement for the shampoo in an issue of Cosmopolitan magazine. The ad focuses on a woman's beauty and how important her hair is to her general appearance in society. Like all other ads, the aim of this ad is to convince consumers to buy the product. Per se, the Fructis Shampoo by Garnier ad seeks to appeal to the target market via implicit messages, audience targeting, cultural significance, language, and graphics. Advertisement Analysis (The Body) Women between the ages of 18 to 40 comprise the bulk of Cosmopolitan magazine's target audience. Most of the magazine's readers are enthusiastic about beauty, fashion, and love. The magazine also features different articles on romance, weight loss, and famous personalities. Grownup females mainly read the magazine to be enlightened about current events and to discover solutions to their relationship and physical appearance problems. Through addressing beauty issues, particularly those that involve a woman's hair, this advertisement strongly appeals to women in this target group via implicit messaging. Most American women place great significance on the appearance of their hair and are constantly searching for services or products that will allow them to align their hair to the latest trends in fashion (Zahra et al., 2022). This ad attempts to capitalize on women's worries about their hair by promising them a "great" solution that will enhance their beauty and boost their self-esteem. Therefore, the implicit messages of this ad promise a woman beauty, strength, and confidence. The language employed in the ad expresses ideas about confidence and strength and boosts the promotion of beauty principles. The advert reads "sleek and shine" written in bold. Ladies often link these phrases with good things since American society highly values sleek and shiny hair. The ad is, however, vague regarding how much shine someone's hair will get following the use of the shampoo. In addition, the ad doesn't also define the term "sleek." And even though these two adjectives are appealing, they are useless as the ad does not mention the "shine" and "sleek" levels that the customer should anticipate. So, even though the ad's phrasing has logical appeal or logos (Elfhariyanti et al., 2021), it seems to convey unsupported information about the shampoo. Unfortunately, most readers don't take a moment to consider the significance of these two terms. The graphics utilized in the advert use pathos by emotionally appealing to the intended group. The gorgeous long-haired model featured on the page is the ad's main subject. The model seems to display qualities that most ladies wish to possess. She has long, shining hair, an oval, blemish-free face, and a slim, tiny body. She also appears to be giving the reader an enigmatic, seductive gaze. The model is a woman the magazine readers imagine is sought-after by men and venerated by women, given that she resembles several other women in TV commercials, movies, and shows (Johnson, 2012). As a result, this ad tends to leave the reader with specific ideas about how a woman should physically look to be deemed desirable and beautiful as per the American Culture. With regard to cultural significance, the ad tends to emphasize the importance of physical beauty in American culture, just like other TV programs and adverts do. The ad seems to imply that a lady may only be considered beautiful if she bears similar physical features as the woman featured in the advert. This ad implies that women can only feel secure about their bodies if they have a specific external appearance. Whereas some individuals think a woman ought to be strong, this Garnier ad insinuates that a woman's strength lies in her beauty as per societal standards. And just like other beauty ads, this particular one uses women's insecurities about themselves to get them to purchase cheap products. Ultimately, such advertising highlights a woman's outward beauty while completely overlooking her internal traits like compassion and intelligence. Conclusion The discussed Garnier Fructis shampoo advertisement uses particular appeal elements to draw the target audience's interest hopefully. These elements include implicit messaging, audience targeting, cultural significance, and language and graphics. Even though the use of these particular elements creates considerable appeal to potential buyers, some of these elements depict an exaggerated value of external beauty at the expense of internal beauty. The ad also seems to convey unsubstantiated facts about the product being sold. Therefore, even though the advertisement does a great job of appealing to the target audience, it can be improved to consider women's inner beauty and provide more factual information. References Elfhariyanti*, A. A., Ariyanti, L., & Harti, L. M. (2021). A multimodal analysis: Construing beauty standard in shampoo advertisement.� Pioneer Journal of Language and Literature ,� 13 (1), 134-147. Johnson, F. L. (2012).� Imaging in advertising: Verbal and visual codes of commerce . Routledge. Zahra, G. E., Rehan, M., Hayat, R., & Batool, A. (2022). Construction of beauty concept by beauty product advertisements: A critical discourse analysis.� Journal of Archaeology of Egypt/Egyptology, � 19 (3), 789-804.

How to Start an Advertisement Analysis Essay

Begin by introducing your thesis by explaining the product you picked as your essay's sample. Thoroughly analyze the product and ask your reader or reviewer if they are familiar with the development of the advertised work.

Note that you do not have to agree with the advertisement's implicit message. Discuss your claims in the essay, as there are no wrong or correct answers about the ad's implicit message. However, you will have to support your claims with reasonable arguments.

Next, inform your reader why the advertising company opted to adopt that approach of advertisement for the product you just discussed, given that there are several other modes of advertising. You should aim to detail why and how the company uses that advertisement mode.

Proceed to compare the organization's present ad model with the previous one(s) and its influence on the product's market, loss, or growth. An ad analysis will bring to light the loopholes and gaps in the market. It is vital always to generalize your remarks in the essay so that the reader can form their judgments personally, without your personal views affecting their decision.

Keep in mind that there are different target markets based on the product. Therefore, you must utilize the appropriate methods to communicate your message.

How to Conclude an Ad Analysis Essay

The essay conclusion should include the product's summary, the advertising mode, and how it has affected market changes. To properly conclude your ad analysis essay, summarize the most critical points of your essay. And most important is to restate your thesis statement without using the exact words in the introduction.

You should also rephrase the thesis statement as part of your concluding paragraph to complete the information loop and offer your readers closure.

In addition, mention whether or not the ad achieved its goal of informing, entertaining, or persuading its target audience. And without adding any new information, including one last sentence to leave the reader with something to ponder.

Tips to Write the Best Essay on an Advertisement

• Introduce the subject that you will be advertising. The readers of your analysis might be unfamiliar with the product or service you are discussing. Therefore, introducing it early enough in your essay will make it much simpler to understand. Regardless of the popularity or content of the advertisement, it would help if you gave a brief description of the ad so that everyone has a clear idea of what will be discussed in the essay.
• Establish what audience you'll be addressing. It is vital to know who you are writing to as this will allow you to focus your essay's content appropriately and permit you to draw special attention to those aspects your readers will be most interested in.
• Understand the purpose of the advert and your main reason for writing an analysis essay about that specific advert. Correctly understanding the ad's intent goes a long way in producing a well-structured paper.
• Take time to create an essay outline before you start writing your essay. Note that the contents of your essay need to be presented in a specific order, so you should plan this sequence before you begin writing the essay itself.
• Keep things simple when writing your essay. Avoid the use of complicated jargon. This will make reading more enjoyable and also meaningful.

Summing Up!

Writing an advertisement analysis essay does not have to be as troublesome as you suppose. Rather, it is an interactive process that enables you to get into the creators' minds, explore how well they did their craft, and suggest areas for improvement if needed.

When analyzing an advert, you need to identify the advertisement's rhetorical appeals (ethos, logos, and pathos). You must also analyze the target audience to determine its values, preferences, attitudes, intentions, and beliefs.

Think about the effects or potential purpose of the advertisement using diction, tone, language, and presentation.

You should be critical enough to determine the rhetoric behind the symbols and non-verbal cues and relate them to the specific brand and the target audience.

Now that you have the facts and access to tips, steps, and a written sample advert analysis essay, you are on the right track. However, sometimes many things come our way, limiting our chances to complete writing essays.

If you feel like you could help writing your Ad analysis essay, our English essay helpers can help. We have professional essay writers who specialize in writing critical essays. They have perfected their craft through the years and can write your Ad analysis assignment faster and more efficiently.

You can hire a talented English essay writer today to assist you with the task if you cannot complete it independently. The beauty is that everything is written from scratch and cited as it should, so it will be a plagiarism-free essay.

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How To Write A Critical Analysis Essay With Examples

Declan Gessel

May 4, 2024

A Critical Analysis Essay is a form of academic writing that requires students to extract information and critically analyze a specific topic. The task may seem daunting, but with the right approach, it can become an exciting task. 

Critical Analysis Essays help students improve their analytical skills and foster principles of logic. In this article, we are going to discuss how to write an essay and break it down for you. So sit back, relax, and enjoy the ride!

Table Of Content

What is a critical analysis essay, why the subject of your critical analysis essay is important, 5 reading strategies for critical analysis essay, building the body of your analysis, 5 things to avoid when writing your critical analysis essay, write smarter critical analysis essay with jotbot — start writing for free today.

When you write a critical analysis essay, you move beyond recounting the subject's main points and delve into examining it with a discerning eye. The goal? To form your own insights about the subject, based on the evidence you gather. 

This involves dissecting and contemplating the author's arguments , techniques, and themes while also developing your own critical response. While forming your own conclusions may sound intimidating, it's a key aspect of fine-tuning your critical thinking skills and organizing your thoughts into a cohesive, argumentative response. 

Key Skills in the Craft

This process consists of two key elements: understanding the core components of the subject and forming your own critical response, both supported by evidence. The first part involves grasping the subject's main arguments, techniques, and themes. The second part entails taking that knowledge and constructing your analytical and evaluative response. 

Deconstructing the Subject

In other words, roll up your sleeves and get deep into the subject matter. Start by identifying the author's main point, deconstructing their arguments, examining the structure and techniques they use, and exploring the underlying themes and messages. By engaging with the subject on this level, you'll have a thorough understanding of it and be better prepared to develop your own response. 

The Power of Evidence

Remember that evidence is your secret weapon for crafting a convincing analysis. This means going beyond summarizing the content and instead using specific examples from the subject to support your own arguments and interpretations. Evidence isn't just about facts, either; it can also be used to address the effectiveness of the subject, highlighting both its strengths and weaknesses. 

The Art of Evaluation

Lastly, put your evaluation skills to work. Critically assess the subject's effectiveness, pinpointing its strengths and potential shortcomings. From there, you can offer your own interpretation, supported by evidence from the subject itself. This is where you put everything you've learned about the subject to the test, showcasing your analytical skills and proving your point.

Related Reading

• Argumentative Essay • Essay Format • Expository Essay • Essay Outline • How To Write A Conclusion For An Essay • Transition Sentences • Narrative Essay • Rhetorical Analysis Essay • Persuasive Essay

Let’s delve on the importance of understanding the Work you'll be analyzing:

Main Argument

When diving into a work, one must unravel the central point or message the author is conveying. All other analyses stem from this fundamental point. By identifying and comprehending the main argument, one can dissect the various elements that support it, revealing the author's stance or point of view.

Themes are the underlying concepts and messages explored in the subject matter. By venturing into the depths of themes, one can unravel the layers of meaning within the work. Understanding these underlying ideas not only enriches the analysis but also sheds light on the author's intentions and insights.

Structure & Techniques

Understanding how the work is built - be it a chronological story, persuasive arguments, or the use of figurative language - provides insight into the author's craft. Structure and techniques can influence the way the work is perceived, and by dissecting them, one can appreciate the intricacies of the author's style and the impact it has on the audience.

In critical analysis, understanding the context can add an extra layer of depth to the analysis. Considering the historical, social, or cultural context in which the work was created can provide valuable insights into the author's influences, intentions, and the reception of the work. While not always necessary, contextual analysis can elucidate aspects of the work that might otherwise go unnoticed.

To conduct a comprehensive critical analysis , understanding the work you'll be analyzing is the foundation on which all other interpretations rely. By identifying the main argument, themes, structure, techniques, and context, a nuanced and insightful analysis can be crafted. This step sets the stage for a thorough examination of the work, bringing to light the nuances and complexities that make critical analysis a valuable tool in literary and artistic exploration.

1. Close Reading: Go Deeper Than Skimming

Close reading is a focused approach to reading where you don't just skim the text. Instead, you pay close attention to every word, sentence, and detail. By doing this, you can uncover hidden meanings, themes, and literary devices that you might miss if you were reading too quickly. I recommend underlining or annotating key passages, literary devices, or recurring ideas. This helps you remember these important details later on when you're writing your critical analysis essay.

2. Active Note-Taking to Capture Important Points

When reading a text for a critical analysis essay, it's important to take active notes that go beyond summarizing the plot or main points. Instead, try jotting down the author's arguments, interesting details, confusing sections, and potential evidence for your analysis. These notes will give you a solid foundation to build your essay upon and will help you keep track of all the important elements of the text.

3. Identify Recurring Ideas: Look for Patterns

In a critical analysis essay, it's crucial to recognize recurring ideas, themes, motifs, or symbols that might hold deeper meaning. By looking for patterns in the text, you can uncover hidden messages or themes that the author might be trying to convey. Ask yourself why these elements are used repeatedly and how they contribute to the overall message of the text. By identifying these patterns, you can craft a more nuanced analysis of the text.

4. Consider the Author's Purpose

Authorial intent is an essential concept to consider when writing a critical analysis essay. Think about the author's goals: are they trying to inform, persuade, entertain, or something else entirely? Understanding the author's purpose can help you interpret the text more accurately and can give you insight into the author's motivations for writing the text in the first place.

5.  Question and Analyze your Arguments

In a critical analysis essay, it's important to take a critical approach to the text. Question the author's ideas, analyze the effectiveness of their arguments, and consider different interpretations. By approaching the text with a critical eye, you can craft a more thorough and nuanced analysis that goes beyond a surface-level reading of the text.

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Let’s delve on the essentials of building the body of your analysis: 

Topic Sentence Breakdown: The Purpose of a Strong Topic Sentence

A powerful topic sentence in each paragraph of your critical analysis essay serves as a roadmap for your reader. It tells them the focus of the paragraph, introducing the main point you will explore and tying it back to your thesis. For instance, in an essay about the role of symbolism in "The Great Gatsby," a topic sentence might read, "Fitzgerald's use of the green light symbolizes Gatsby's unattainable dreams, highlighting the theme of the American Dream's illusion."

Evidence Integration: The Significance of Evidence from the Subject

To bolster your arguments, you need to use evidence from the subject you are analyzing. For example, in "To Kill a Mockingbird," when explaining Atticus Finch's moral compass, using a quote like, "You never really understand a person until you consider things from his point of view - until you climb into his skin and walk around in it," can back up your analysis. It proves that the character values empathy and understanding.

Textual Evidence: Integrating Quotes, Paraphrases, or Specific Details

When you quote or paraphrase text, ensure it directly relates to your analysis. For example, when discussing Sylvia Plath's use of imagery in "The Bell Jar," quote, "I saw my life branching out before me like the green fig tree in the story." This paints a vivid picture for readers and helps solidify your point about the protagonist's feelings of entrapment.

Visual Evidence: Analyzing Specific Elements in the Artwork

If you are analyzing a painting, you can use visual details like color, lines, or symbolism as evidence. For instance, if exploring Van Gogh's "Starry Night," you could delve into the calming effect of the swirls in the sky or the stark contrast between the bright stars and the dark village below. This visual evidence helps explain the painting's emotional impact on viewers.

Analysis & Explanation: The Importance of Going Beyond Evidence Presentation

When examining evidence, don't stop at merely presenting it. Analyze how it supports your thesis. For instance, when exploring the role of the conch in "Lord of the Flies," after showing how it represents order, explain how its loss signals the boys' descent into savagery. By unpacking the evidence's meaning, you help readers understand why it matters and how it connects to your overall argument.

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1. Avoiding Summary vs. Analysis Pitfalls

When crafting a critical analysis essay, it's crucial not to fall into the trap of merely summarizing the subject without offering your own critical analysis. A summary merely recaps the content, while an analysis breaks down and interprets the subject. If you overlook this vital distinction, your essay will lack the depth and insight that characterize a strong critical analysis. Ensure your critical analysis essay doesn't read like an extended book report.

2. Steering Clear of Weak Thesis Statements

A critical analysis essay lives and dies on the strength of its thesis statement, the central argument that guides your analysis. A weak or vague thesis statement will result in an unfocused essay devoid of direction, leaving readers unclear about your point of view. It's essential to craft a thesis statement that is specific, arguable, and concise, setting the tone for a thoughtful and illuminating analysis.

3. Using Evidence is Key

The use of evidence from the subject matter under analysis is instrumental in substantiating your critical claims. Without evidence to back up your assertions, your analysis will appear unsubstantiated and unconvincing. Be sure to provide detailed examples, quotes, or data from the text under scrutiny to support your analysis. Evidence adds credibility, depth, and weight to your critical analysis essay.

4. The Importance of Clear and Supported Analysis

A successful critical analysis essay goes beyond simply presenting evidence to analyzing its significance and connecting it to your central argument. If your essay lacks clear analysis, readers won't understand the relevance of the evidence you present. Go beyond description to interpret the evidence, explaining its implications and how it supports your thesis. Without this analysis, your essay will lack depth and will not persuade your audience.

5. Addressing Counter Arguments

In a critical analysis essay, it's vital to acknowledge and engage with potential counterarguments. Ignoring opposing viewpoints undermines the credibility of your essay, presenting a one-sided argument that lacks nuance. Addressing counter arguments demonstrates that you understand the complexity of the issue and can anticipate and respond to objections. 

By incorporating counterarguments, you strengthen your analysis and enhance the overall persuasiveness of your critical essay.

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Home » Critical Analysis – Types, Examples and Writing Guide

Critical Analysis – Types, Examples and Writing Guide

Table of Contents

Critical Analysis

Definition:

Critical analysis is a process of examining a piece of work or an idea in a systematic, objective, and analytical way. It involves breaking down complex ideas, concepts, or arguments into smaller, more manageable parts to understand them better.

Types of Critical Analysis

Types of Critical Analysis are as follows:

Literary Analysis

This type of analysis focuses on analyzing and interpreting works of literature , such as novels, poetry, plays, etc. The analysis involves examining the literary devices used in the work, such as symbolism, imagery, and metaphor, and how they contribute to the overall meaning of the work.

Film Analysis

This type of analysis involves examining and interpreting films, including their themes, cinematography, editing, and sound. Film analysis can also include evaluating the director’s style and how it contributes to the overall message of the film.

Art Analysis

This type of analysis involves examining and interpreting works of art , such as paintings, sculptures, and installations. The analysis involves examining the elements of the artwork, such as color, composition, and technique, and how they contribute to the overall meaning of the work.

Cultural Analysis

This type of analysis involves examining and interpreting cultural artifacts , such as advertisements, popular music, and social media posts. The analysis involves examining the cultural context of the artifact and how it reflects and shapes cultural values, beliefs, and norms.

Historical Analysis

This type of analysis involves examining and interpreting historical documents , such as diaries, letters, and government records. The analysis involves examining the historical context of the document and how it reflects the social, political, and cultural attitudes of the time.

Philosophical Analysis

This type of analysis involves examining and interpreting philosophical texts and ideas, such as the works of philosophers and their arguments. The analysis involves evaluating the logical consistency of the arguments and assessing the validity and soundness of the conclusions.

Scientific Analysis

This type of analysis involves examining and interpreting scientific research studies and their findings. The analysis involves evaluating the methods used in the study, the data collected, and the conclusions drawn, and assessing their reliability and validity.

Critical Discourse Analysis

This type of analysis involves examining and interpreting language use in social and political contexts. The analysis involves evaluating the power dynamics and social relationships conveyed through language use and how they shape discourse and social reality.

Comparative Analysis

This type of analysis involves examining and interpreting multiple texts or works of art and comparing them to each other. The analysis involves evaluating the similarities and differences between the texts and how they contribute to understanding the themes and meanings conveyed.

Critical Analysis Format

Critical Analysis Format is as follows:

I. Introduction

• Provide a brief overview of the text, object, or event being analyzed
• Explain the purpose of the analysis and its significance
• Provide background information on the context and relevant historical or cultural factors

II. Description

• Provide a detailed description of the text, object, or event being analyzed
• Identify key themes, ideas, and arguments presented
• Describe the author or creator’s style, tone, and use of language or visual elements

III. Analysis

• Analyze the text, object, or event using critical thinking skills
• Identify the main strengths and weaknesses of the argument or presentation
• Evaluate the reliability and validity of the evidence presented
• Assess any assumptions or biases that may be present in the text, object, or event
• Consider the implications of the argument or presentation for different audiences and contexts

IV. Evaluation

• Provide an overall evaluation of the text, object, or event based on the analysis
• Assess the effectiveness of the argument or presentation in achieving its intended purpose
• Identify any limitations or gaps in the argument or presentation
• Consider any alternative viewpoints or interpretations that could be presented
• Summarize the main points of the analysis and evaluation
• Reiterate the significance of the text, object, or event and its relevance to broader issues or debates
• Provide any recommendations for further research or future developments in the field.

VI. Example

• Provide an example or two to support your analysis and evaluation
• Use quotes or specific details from the text, object, or event to support your claims
• Analyze the example(s) using critical thinking skills and explain how they relate to your overall argument

VII. Conclusion

• Reiterate your thesis statement and summarize your main points
• Provide a final evaluation of the text, object, or event based on your analysis
• Offer recommendations for future research or further developments in the field
• End with a thought-provoking statement or question that encourages the reader to think more deeply about the topic

How to Write Critical Analysis

Writing a critical analysis involves evaluating and interpreting a text, such as a book, article, or film, and expressing your opinion about its quality and significance. Here are some steps you can follow to write a critical analysis:

• Read and re-read the text: Before you begin writing, make sure you have a good understanding of the text. Read it several times and take notes on the key points, themes, and arguments.
• Identify the author’s purpose and audience: Consider why the author wrote the text and who the intended audience is. This can help you evaluate whether the author achieved their goals and whether the text is effective in reaching its audience.
• Analyze the structure and style: Look at the organization of the text and the author’s writing style. Consider how these elements contribute to the overall meaning of the text.
• Evaluate the content : Analyze the author’s arguments, evidence, and conclusions. Consider whether they are logical, convincing, and supported by the evidence presented in the text.
• Consider the context: Think about the historical, cultural, and social context in which the text was written. This can help you understand the author’s perspective and the significance of the text.
• Develop your thesis statement : Based on your analysis, develop a clear and concise thesis statement that summarizes your overall evaluation of the text.
• Support your thesis: Use evidence from the text to support your thesis statement. This can include direct quotes, paraphrases, and examples from the text.
• Write the introduction, body, and conclusion : Organize your analysis into an introduction that provides context and presents your thesis, a body that presents your evidence and analysis, and a conclusion that summarizes your main points and restates your thesis.
• Revise and edit: After you have written your analysis, revise and edit it to ensure that your writing is clear, concise, and well-organized. Check for spelling and grammar errors, and make sure that your analysis is logically sound and supported by evidence.

When to Write Critical Analysis

You may want to write a critical analysis in the following situations:

• Academic Assignments: If you are a student, you may be assigned to write a critical analysis as a part of your coursework. This could include analyzing a piece of literature, a historical event, or a scientific paper.
• Journalism and Media: As a journalist or media person, you may need to write a critical analysis of current events, political speeches, or media coverage.
• Personal Interest: If you are interested in a particular topic, you may want to write a critical analysis to gain a deeper understanding of it. For example, you may want to analyze the themes and motifs in a novel or film that you enjoyed.
• Professional Development : Professionals such as writers, scholars, and researchers often write critical analyses to gain insights into their field of study or work.

Critical Analysis Example

An Example of Critical Analysis Could be as follow:

Research Topic:

The Impact of Online Learning on Student Performance

Introduction:

The introduction of the research topic is clear and provides an overview of the issue. However, it could benefit from providing more background information on the prevalence of online learning and its potential impact on student performance.

Literature Review:

The literature review is comprehensive and well-structured. It covers a broad range of studies that have examined the relationship between online learning and student performance. However, it could benefit from including more recent studies and providing a more critical analysis of the existing literature.

Research Methods:

The research methods are clearly described and appropriate for the research question. The study uses a quasi-experimental design to compare the performance of students who took an online course with those who took the same course in a traditional classroom setting. However, the study may benefit from using a randomized controlled trial design to reduce potential confounding factors.

The results are presented in a clear and concise manner. The study finds that students who took the online course performed similarly to those who took the traditional course. However, the study only measures performance on one course and may not be generalizable to other courses or contexts.

Discussion :

The discussion section provides a thorough analysis of the study’s findings. The authors acknowledge the limitations of the study and provide suggestions for future research. However, they could benefit from discussing potential mechanisms underlying the relationship between online learning and student performance.

Conclusion :

The conclusion summarizes the main findings of the study and provides some implications for future research and practice. However, it could benefit from providing more specific recommendations for implementing online learning programs in educational settings.

Purpose of Critical Analysis

There are several purposes of critical analysis, including:

• To identify and evaluate arguments : Critical analysis helps to identify the main arguments in a piece of writing or speech and evaluate their strengths and weaknesses. This enables the reader to form their own opinion and make informed decisions.
• To assess evidence : Critical analysis involves examining the evidence presented in a text or speech and evaluating its quality and relevance to the argument. This helps to determine the credibility of the claims being made.
• To recognize biases and assumptions : Critical analysis helps to identify any biases or assumptions that may be present in the argument, and evaluate how these affect the credibility of the argument.
• To develop critical thinking skills: Critical analysis helps to develop the ability to think critically, evaluate information objectively, and make reasoned judgments based on evidence.
• To improve communication skills: Critical analysis involves carefully reading and listening to information, evaluating it, and expressing one’s own opinion in a clear and concise manner. This helps to improve communication skills and the ability to express ideas effectively.

Importance of Critical Analysis

Here are some specific reasons why critical analysis is important:

• Helps to identify biases: Critical analysis helps individuals to recognize their own biases and assumptions, as well as the biases of others. By being aware of biases, individuals can better evaluate the credibility and reliability of information.
• Enhances problem-solving skills : Critical analysis encourages individuals to question assumptions and consider multiple perspectives, which can lead to creative problem-solving and innovation.
• Promotes better decision-making: By carefully evaluating evidence and arguments, critical analysis can help individuals make more informed and effective decisions.
• Facilitates understanding: Critical analysis helps individuals to understand complex issues and ideas by breaking them down into smaller parts and evaluating them separately.
• Fosters intellectual growth : Engaging in critical analysis challenges individuals to think deeply and critically, which can lead to intellectual growth and development.

Advantages of Critical Analysis

Some advantages of critical analysis include:

• Improved decision-making: Critical analysis helps individuals make informed decisions by evaluating all available information and considering various perspectives.
• Enhanced problem-solving skills : Critical analysis requires individuals to identify and analyze the root cause of a problem, which can help develop effective solutions.
• Increased creativity : Critical analysis encourages individuals to think outside the box and consider alternative solutions to problems, which can lead to more creative and innovative ideas.
• Improved communication : Critical analysis helps individuals communicate their ideas and opinions more effectively by providing logical and coherent arguments.
• Reduced bias: Critical analysis requires individuals to evaluate information objectively, which can help reduce personal biases and subjective opinions.
• Better understanding of complex issues : Critical analysis helps individuals to understand complex issues by breaking them down into smaller parts, examining each part and understanding how they fit together.
• Greater self-awareness: Critical analysis helps individuals to recognize their own biases, assumptions, and limitations, which can lead to personal growth and development.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Advertisement Analysis – How to Write & Ad Analysis Essay Examples

🔝 top-10 advertisement analysis examples, 🖥️ advertisement analysis – what is it, 🤓 steps of an ad analysis, 🌟 advertisement analysis essay examples, 📝 advertisement analysis research paper examples, 💡 essay ideas on advertisement analysis, 👍 good advertisement analysis essay examples to write about, 🎓 simple research paper examples with advertisement analysis, ✍️ advertisement analysis essay examples for college, 🏆 best advertisement analysis research titles.

In this day and age, advertising is everywhere, from billboards and TV commercials to social media feeds and mobile apps. It’s an essential tool many companies use to draw customers’ attention and showcase their products and services. However, creating a compelling and distinctive advertisement is more challenging than it seems, and professionals often rely on ad analysis to achieve this goal. Advertisement analysis is a form of research that examines advertisements’ effectiveness and impact on society. Below, we will discuss how advertisement analysis can help businesses develop successful ad campaigns while ensuring their ads are ethical and socially responsible.

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Ad analysis is a type of research that experts use to develop compelling and eye-catching advertisements . It addresses each step of the ad’s creation process. Such an approach has become increasingly common because it shows marketing techniques’ impact on human consciousness. Experts evaluate the effectiveness of an ad using qualitative and quantitative methods , which help them create better advertisements. Language, imagery, and music used in a successful marketing campaign are just a few examples of what makes up effective ad messaging.

How to analyze the advertisement? While every company and its marketing team may have their own approach to ad analysis, the framework usually includes these 5 major steps:

Gather information. Before starting a project, looking up information about the product is vital. Make a SWOT analysis of the company for which you are conducting an ad analysis. This method will help you identify potential market opportunities and internal weaknesses.

Find target-audience preferences. To choose the perfect media tools for your marketing campaign, you must know your ad’s target audience . Knowing your audience will also assist you in learning how to convince the customers to get interested and purchase the product you are advertising.

Start questioning. You have to create a list of detailed inquiries regarding the advertisement. These questions will aid in finding information about the message or context of the ad . Also, it will help you understand which areas require more research and improvement.

Examine the strategic and tactical components. During this step, you first need to identify the objective. Make sure the message is conveyed clearly so the advertisement can serve its intended purpose. Then, you need to identify the target message. It’ll help to create a brief messaging framework.

Onlook the results. You have to watch whether your advertisement analysis works or not. Analyze how many new customers you receive after publication and your product’s popularity level. That way, you will both improve your research and gain experience for your next project.

Here you can find 2 incredible examples of advertisement analysis essays! The primary focus of each report is to examine how the created advertisement will affect potential customers.

Essay sample #1 – Pepsi advertisement

Target Audience: Pepsi targets consumers in their teens, early 20s, and early middle age. Pepsi print is of bright color , and that instantly attracts customers’ attention. In the commercial, many young people with happy smiles enjoy life, skating on the board and drinking Pepsi.

Implicit messages: The appearance of joyful teens in the Pepsi ad makes you want to buy this drink. The advertisement suggests that after consuming the product, you’ll feel like you’re living your best life.

Essay sample #2 – YSL perfume advertisement

Target Audience: YSL perfume advertisement targets women of early middle age. In the ad, the women are confident, independent, and successful. The advertisement connects the sensation of freedom and high status in society to the perfume itself.

Implicit messages: The advertisement appeals to those who want to make their own rules. YSL customers are women, so the company creates an image of powerful yet feminine females. The commercial suggests that after buying the perfume, you will embrace freedom and will be able to set old bridges on fire.

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Table of Contents

Collaboration, information literacy, writing process, textual analysis – how to analyze ads.

• © 2023 by Jennifer Janechek - IBM Quantum

Advertising executives and marketing experts more than likely hope that we remain oblivious to the underlying messages that ads contain and that we perceive their work purely from entertainment and consumerist perspectives rather than for the purpose of critical assessment.

But to critically examine the techniques and appeals advertisers use to lure us into supporting certain products, services, claims, or even individuals is an opportunity to hone our analytical skills—skills that enable us to be informed readers of texts and knowledgeable consumers of persuasion. To begin, let’s consider specific words and phrases that can be used in ad analysis:

• Nostalgia: Advertisements for Coca-Cola, summer vacation destinations, or even political candidates can stir up sentiments or memories of “the good old days.” In a commercial, for example, the use of black and white film and/or flashbacks—illustrated by clothes, music, and/or historical events—can invite a specific audience to reflect on the past and evoke a sense of nostalgia.
• Merchants of “cool”: According to PBS, merchants of “cool” are “creators and sellers of popular culture who have made teenagers the hottest consumer demographic in America.”[1]  Such merchants may include Abercrombie & Fitch, Hollister, Hot Topic, and Aéropostale. Each relies on the tween and teen markets to keep its empire in business and markets its definition of “cool” as the coolest when it comes to youth culture.
• The myth of the “ideal you”: Today, in many cases, advertisers still sell their products in a way that invites us to be the “best” versions of ourselves. Cultural stereotypes substantiate this idea of the “best” self, which exists only in the shared imagination of the advertiser and audience.

Analyzing Ads: Socioeconomic Status

To what social class do you belong? How do you know? Can others tell by how you talk, dress, and act? By how much money you have? By your level of education? By your occupation? Despite the presumed cultural ideal of social equality in America, key markers such as income and education are often used for social classification.

Advertisers for many goods and services often frame their rhetorical appeals—their strategies of persuasion—in terms of audiences who are presumed to belong to a particular, often loosely defined, social class. Frequently, these appeals rely on stereotypical qualities associated with various socioeconomic classes. For example, an advertisement for an expensive women’s pant suit may appear in a magazine like Vogue (generally regarded as appealing to an upper-middle-class or upper-class audience) and may feature a svelte, glamorous model unlikely to grace the pages of a flyer for Walmart (generally regarded as appealing to a lower-middle-class or working-class audience). Rhetorical appeals can work on many socioeconomic levels. A relatively expensive perfume like Chanel N° 5 may appeal to members of the lower-middle or working class as a symbol of upward mobility. When analyzing an ad, you might pay close attention to how the ad appeals to you based upon assumptions regarding your socioeconomic status: What rhetorical moves (e.g., tone, composition, dialogue) enact those appeals?

Take, for example, Honda’s “Impossible Dream” commercial:

What might you say about the movement in this commercial? The music? The changes in the model? How does these factors reflect certain assumptions about socioeconomic status, and what do they make you think buying a Honda-brand vehicle will do for a consumer?

Blue Collar versus White Collar

If we are analyzing an advertisement in which a model is working in a construction area digging a ditch, we might discuss the concept of blue-collar work.

Take, for example, this Cheetos ad:

Who is the audience of this commercial? What is the advertiser trying to say about Cheetos: i.e., what will the consumer get from eating Cheetos? What might you say about the ad’s incorporation of construction workers—their movement, their attitudes, etc.? How does the voice of the Cheetos tiger affect the commercial’s message?

On the other hand, if we are analyzing an advertisement in which a professional is depicted in what looks to be a high-powered office, we might discuss the concept of white-collar work. Advertising executives may have chosen those models and work settings in order to speak to a specific audience. That is, issues of socioeconomic status—including income, education, technical skill, dress, race, and gender—may be at play in creating images and scenarios that specific audiences will believe to be realistic in representing a version of reality. Keep in mind that socioeconomic status is a somewhat complex and controversial issue in American society today, particularly with regard to definitions of class levels. If you feel that an advertisement is capitalizing upon socioeconomic stereotypes, why do you think the advertiser has done this? Contrariwise, if an advertisement is resisting stereotypes, what do you think the advertiser is trying to accomplish?

A Checklist for Analyzing Socioeconomic Status in Print Advertisements

• Who appears to be the target audience for the advertisement?
• What seems to be the general tone of the advertisement? Serious? Playful? Satiric?
• Do you notice any other appeals to stereotypes regarding education or income levels (e.g., the “corporate elite,” the “nouveau riche,” or the “literary elite,” who may or may not earn high incomes but wield “power” by virtue of educational or literary achievements)?
• How would you characterize the overall appearance of the models in the ad? If applicable, how would you characterize their clothing? To what social class would you connect each model’s attire? Are brand names evident (e.g., Ralph Lauren, Ecco)? Are the models well-groomed or scruffy? Healthy or unhealthy? Thin and fit or heavy and out of shape? Do the models’ qualities suggest they are from a particular social class? If so, how? Is the advertiser relying on stereotypical characterizations, then? Why do you think the advertiser chose to portray them in these ways?
• What would you guess the average income is of the individuals featured in the ad and/or of the audience to which the ad appeals?
• Do you notice any particular political appeals that may be related to class? With what social class would you associate these appeals and why?
• Does the ad appeal to any stereotypes based on gender or race?  On what evidence do you ground your assumption?  (Refer to the checklists in “Analyzing Ads: Gender” and “Analyzing Ads: Race” for more specific questions on analyzing gender and race in advertisements.)
• If possible, what do you infer to be the highest degree of education that the individuals featured in the ad hold? Also in terms of level of education, who do you believe is the intended audience?
• What is the setting for the advertisement? An elegant spa? A pizza parlor?
• If text appears in the ad, what level of language is used, and for what purpose? Slang? Other informal language? Technical jargon? Standard American English? Dialect? With what class do you associate the use of this level of language? What is the effect of language use in this advertisement?
• Are symbols, metaphors, hyperbole, allusions, and/or other forms of figurative language used? If so, what is the effect? Does the use of figurative language evoke appeals to class in any way?
• What appeals to ethos, pathos, and logos do you find? Are these appeals related to class issues? Do you notice the use of any logical fallacies related to class issues (e.g., ad hominem, the slippery slope)? How effective are they?
• In what ways does the advertisement appeal to class? Is the goal of the ad to encourage consumers to spend for the purpose of obtaining, or acquiring the appearance of, a higher socioeconomic status? (Examples of such strategy might be ads for a BMW or a Porsche that suggest the consumer would be more likely to attract members of the opposite sex if he or she were to purchase the advertised car.) Or, does the ad urge individuals to pursue an elite status (e.g., an American Express credit card) that will provide the illusion of upward class mobility.

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“Open that Coca-Cola”. Advertisement Analysis Essay (Critical Writing)

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

I found the “Open that Coca-Cola” advertisement on the company’s YouTube page. The video is marketing the Coca-Cola soda since all the participants are taking the product. It presents a scenario where individuals engaging in different activities like watching soccer, shopping in a store, and having dinner with family members become energized immediately after sipping the beverage (Coca-Cola, 2021). For example, a young man at a supermarket grabs a bottle from the refrigerator, drinks the soda, and starts dancing energetically.

His two other friends also purchase the same drink, and they walk away from the store to the street excitedly. In another incident, two young ladies are playing a video game in a room. After several seconds, they seem refreshed and extremely energized as they leave the game and start bopping to the music.

This advertisement targets athletes, students, singers, and other youths between the age of fourteen and twenty-five years. I know this because almost every character involved in this video belongs to that age group. Additionally, the ad includes activities that millennials are more likely to participate in their lives. For example, the three young men are dancing on the street while another lady and a gentleman are watching a skincare routine on a laptop with face masks on and in robes (Coca-Cola, 2021). Using activities members of the target audience appeals to them and makes it easier for Coca-Cola Company to influence their purchasing behavior. The happiness explosion makes the viewers believe that they will become cheerful by taking the beverage.

This advertisement’s principal claim is that Coca-Cola soda triggers pleasure and energy instantly. It also suggests that sipping the beverage brings people more happiness. All the young men and women on the video burst in joy and start dancing immediately after sipping from the bottle (Coca-Cola, 2021).

This claim is not credible because, realistically, the beverage can only begin to functioning after minutes or hours. Another reason why the claim might not be sincere is because a simple beverage cannot be the primary source of excitement in people’s lives. Coca-Cola Company can make the ad’s claim more credible by making the ad more authentic and realistic. For example, the character should feel happier and more energetic in the activities they are engaging instead of dancing because they have taken the drink. The company can make the claim less credible by using dull colors and less humor. It would be difficult to convince people that they will be happy if the ad used a dull background and designs.

The Coca-Cola advert uses various rhetoric techniques to sell the product to the target audience. Firstly, the creator uses ethos by including familiar models like family or friends’ meetings. This technique revives the concept of life values and makes the audience interested to purchase the product. It captures the attention of those who love to watch sports or play video games with their friends and have dinner together with their parents or siblings.

The commercial also implements pathos by convincing the consumers that taking the beverage will give them happiness and pleasure. The characters are smiling and dancing regardless of their setting or activities. The video reveals the loss aversion cognitive bias. It does not show the three men at the beginning of the video paying for the product. They leave the store attendant surprised as they walk out of the store dancing and drinking the soda. This scenario demonstrates that consumers can engage with the merchandise without monetary loss.

Coca-Cola. (2021). Open That Coca-Cola . Web.

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• Chicago (A-D)
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IvyPanda. (2022, October 18). “Open that Coca-Cola”. Advertisement Analysis. https://ivypanda.com/essays/open-that-coca-cola-advertisement-analysis/

"“Open that Coca-Cola”. Advertisement Analysis." IvyPanda , 18 Oct. 2022, ivypanda.com/essays/open-that-coca-cola-advertisement-analysis/.

IvyPanda . (2022) '“Open that Coca-Cola”. Advertisement Analysis'. 18 October.

IvyPanda . 2022. "“Open that Coca-Cola”. Advertisement Analysis." October 18, 2022. https://ivypanda.com/essays/open-that-coca-cola-advertisement-analysis/.

1. IvyPanda . "“Open that Coca-Cola”. Advertisement Analysis." October 18, 2022. https://ivypanda.com/essays/open-that-coca-cola-advertisement-analysis/.

Bibliography

IvyPanda . "“Open that Coca-Cola”. Advertisement Analysis." October 18, 2022. https://ivypanda.com/essays/open-that-coca-cola-advertisement-analysis/.

Critical Analysis

Learning objectives.

• Identify different types of analytic processes
• Apply different types of analytic processes

Critical analysis is probably what you think of first when you hear the word analysis . You probably wrote analyses of poems or stories in high school, or you may have even analyzed films or advertisements. Analysis of a specific artifact is called critical analysis or critique.

For this section, we’ll use analysis of ads for our examples. However, you can apply critical analysis to any artifact.

Take a look at the old cigarette ad, below. How would you start to analyze it?

There are three possible structures you might use for a critical analysis paper.

Analytic paragraphs generally follow the claim, evidence, explanation model. A writer establishes a claim, then supports that claim with evidence, and then explains how the evidence supports the claim. In a critical analysis, the details of the artifact serve as the evidence supporting the claim.

In the example below, explore the hotspots to learn about how the writer of this analysis of the Lucky Strike ad uses a claim, evidence, and support of evidence in a paragraph.

explore the hotspots

[1] The claim of this analysis paragraph is that the image of the physician is being used to sell unhealthy products. The rest of the analysis, including the supporting evidence about the language choices, are in service to this claim.

[2] The description of the physician in the ad and the explanation of his depiction is the central evidence for the claim.

[3] The rest of the paragraph provides support and further explanation of the central evidence in the claim. The analysis of the language choices complement the evidence about the physician.

So what does a typical critical analysis assignment look like? Consider the example, below:

Example assignment

For this essay, you will identify and work with an advertisement. The ad you choose may be print or online, but it must be static (i.e., no television or radio commercials). Your purpose is to analyze how and why the ad goes about reaching an audience and to construct and support an original thesis that guides your essay. You should be moving your thinking beyond the obvious, not necessarily to conclusions no one else has ever considered, but at least to conclusions that many people do not consider upon first glance of the ad. Your final product should include brief summary of the ad you have chosen, analysis of how the ad works to appeal to an audience, and then any conclusions you reach about the advertising strategies, including context.

Answer the following questions to help you develop a plan for responding to this critical analysis assignment.

• Lucky-Strike-Doctor-Cigarette-Ad. Authored by : Silberio77. Located at : https://commons.wikimedia.org/wiki/File:Lucky-Strike-Doctor-Cigarette-Ad.jpg . License : CC BY-SA: Attribution-ShareAlike
• Ad Analysis . Authored by : Andrew Davis, Karen Forgette, Guy Krueger. Provided by : APLU-PLC. Project : APLU-PLC EC Grant . License : CC BY: Attribution

Critical Analysis in Composition

Glossary of Grammatical and Rhetorical Terms

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

In composition , critical analysis is a careful examination and evaluation of a text , image, or other work or performance.

Performing a critical analysis does not necessarily involve finding fault with a work. On the contrary, a thoughtful critical analysis may help us understand the interaction of the particular elements that contribute to a work's power and effectiveness. For this reason, critical analysis is a central component of academic training; the skill of critical analysis is most often thought of in the context of analyzing a work of art or literature, but the same techniques are useful to build an understanding of texts and resources in any discipline.

In this context, the word "critical" carries a different connotation than in vernacular, everyday speech. "Critical" here does not simply mean pointing out a work's flaws or arguing why it is objectionable by some standard. Instead, it points towards a close reading of that work to gather meaning, as well as to evaluate its merits. The evaluation is not the sole point of critical analysis, which is where it differs from the colloquial meaning of "criticize."

Examples of Critical Essays

• "Jack and Gill: A Mock Criticism" by Joseph Dennie
• "Miss Brill's Fragile Fantasy": A Critical Essay About Katherine Mansfield's Short Story "Miss Brill" and "Poor, Pitiful Miss Brill"
• "On the Knocking at the Gate in Macbeth " by Thomas De Quincey
• A Rhetorical Analysis of Claude McKay's "Africa"
• A Rhetorical Analysis of E B. White's Essay "The Ring of Time"
• A Rhetorical Analysis of U2's "Sunday Bloody Sunday"
• "Saloonio: A Study in Shakespearean Criticism" by Stephen Leacock
• Writing About Fiction: A Critical Essay on Hemingway's Novel The Sun Also Rises

Quotes About Critical Analysis

• " [C]ritical analysis involves breaking down an idea or a statement, such as a claim , and subjecting it to critical thinking in order to test its validity." (Eric Henderson, The Active Reader: Strategies for Academic Reading and Writing . Oxford University Press, 2007)​
• "To write an effective critical analysis, you need to understand the difference between analysis and summary . . . . [A] critical analysis looks beyond the surface of a text—it does far more than summarize a work. A critical analysis isn't simply dashing off a few words about the work in general." ( Why Write?: A Guide to BYU Honors Intensive Writing . Brigham Young University, 2006)
• "Although the main purpose of a critical analysis is not to persuade , you do have the responsibility of organizing a discussion that convinces readers that your analysis is astute." (Robert Frew et al., Survival: A Sequential Program for College Writing . Peek, 1985)

Critical Thinking and Research

"[I]n response to the challenge that a lack of time precludes good, critical analysis , we say that good, critical analysis saves time. How? By helping you be more efficient in terms of the information you gather. Starting from the premise that no practitioner can claim to collect all the available information, there must always be a degree of selection that takes place. By thinking analytically from the outset, you will be in a better position to 'know' which information to collect, which information is likely to be more or less significant and to be clearer about what questions you are seeking to answer." (David Wilkins and Godfred Boahen, Critical Analysis Skills For Social Workers . McGraw-Hill, 2013)

How to Read Text Critically

 "Being critical in academic enquiry means: - adopting an attitude of skepticism or reasoned doubt towards your own and others' knowledge in the field of enquiry . . . - habitually questioning the quality of your own and others' specific claims to knowledge about the field and the means by which these claims were generated; - scrutinizing claims to see how far they are convincing . . .; - respecting others as people at all times. Challenging others' work is acceptable, but challenging their worth as people is not; - being open-minded , willing to be convinced if scrutiny removes your doubts, or to remain unconvinced if it does not; - being constructive by putting your attitude of skepticism and your open-mindedness to work in attempting to achieve a worthwhile goal." (Mike Wallace and Louise Poulson, "Becoming a Critical Consumer of the Literature." Learning to Read Critically in Teaching and Learning , ed. by Louise Poulson and Mike Wallace. SAGE, 2004)

Critically Analyzing Persuasive Ads

"[I]n my first-year composition class, I teach a four-week advertisement analysis project as a way to not only heighten students' awareness of the advertisements they encounter and create on a daily basis but also to encourage students to actively engage in a discussion about critical analysis by examining rhetorical appeals in persuasive contexts. In other words, I ask students to pay closer attention to a part of the pop culture in which they live. " . . . Taken as a whole, my ad analysis project calls for several writing opportunities in which students write essays , responses, reflections, and peer assessments . In the four weeks, we spend a great deal of time discussing the images and texts that make up advertisements, and through writing about them, students are able to heighten their awareness of the cultural 'norms' and stereotypes which are represented and reproduced in this type of communication ." (Allison Smith, Trixie Smith, and Rebecca Bobbitt, Teaching in the Pop Culture Zone: Using Popular Culture in the Composition Classroom . Wadsworth Cengage, 2009)

Critically Analyzing Video Games

 "When dealing with a game's significance, one could analyze the themes of the game be they social, cultural, or even political messages. Most current reviews seem to focus on a game's success: why it is successful, how successful it will be, etc. Although this is an important aspect of what defines the game, it is not critical analysis . Furthermore, the reviewer should dedicate some to time to speaking about what the game has to contribute to its genre (Is it doing something new? Does it present the player with unusual choices? Can it set a new standard for what games of this type should include?)." (Mark Mullen, "On Second Thought . . ." Rhetoric/Composition/Play Through Video Games: Reshaping Theory and Practice , ed. by Richard Colby, Matthew S.S. Johnson, and Rebekah Shultz Colby. Palgrave Macmillan, 2013)

Critical Thinking and Visuals

 "The current critical turn in rhetoric and composition studies underscores the role of the visual, especially the image artifact, in agency. For instance, in Just Advocacy? a collection of essays focusing on the representation of women and children in international advocacy efforts, coeditors Wendy S. Hesford and Wendy Kozol open their introduction with a critical analysis of a documentary based on a picture: the photograph of an unknown Afghan girl taken by Steve McCurry and gracing the cover of National Geographic in 1985. Through an examination of the ideology of the photo's appeal as well as the 'politics of pity' circulating through the documentary, Hesford and Kozol emphasize the power of individual images to shape perceptions, beliefs, actions, and agency." (Kristie S. Fleckenstein, Vision, Rhetoric, and Social Action in the Composition Classroom . Southern Illinois University Press, 2010)

Related Concepts

• Analysis  and  Critical Essay
• Book Report
• Close Reading
• Critical Thinking
• Discourse Analysis
• Evaluation Essay
• Explication
• Problem-Solution
• Rhetorical Analysis
• Critical Thinking Definition, Skills, and Examples
• Definition and Examples of Explication (Analysis)
• Rhetorical Analysis Definition and Examples
• Quotes About Close Reading
• How to Write a Critical Essay
• What Is a Critique in Composition?
• Definition and Examples of Evaluation Essays
• Definition and Examples of Analysis in Composition
• Understanding the Use of Language Through Discourse Analysis
• What Is a Written Summary?
• Critical Thinking in Reading and Composition
• Miss Brill's Fragile Fantasy
• 6 Skills Students Need to Succeed in Social Studies Classes
• Informal Logic
• Stylistics and Elements of Style in Literature
• Rhetorical Move

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What Is a Critical Analysis Essay: Definition

Have you ever had to read a book or watch a movie for school and then write an essay about it? Well, a critical analysis essay is a type of essay where you do just that! So, when wondering what is a critical analysis essay, know that it's a fancy way of saying that you're going to take a closer look at something and analyze it.

So, let's say you're assigned to read a novel for your literature class. A critical analysis essay would require you to examine the characters, plot, themes, and writing style of the book. You would need to evaluate its strengths and weaknesses and provide your own thoughts and opinions on the text.

Similarly, if you're tasked with writing a critical analysis essay on a scientific article, you would need to analyze the methodology, results, and conclusions presented in the article and evaluate its significance and potential impact on the field.

The key to a successful critical analysis essay is to approach the subject matter with an open mind and a willingness to engage with it on a deeper level. By doing so, you can gain a greater appreciation and understanding of the subject matter and develop your own informed opinions and perspectives. Considering this, we bet you want to learn how to write critical analysis essay easily and efficiently, so keep on reading to find out more!

Meanwhile, if you'd rather have your own sample critical analysis essay crafted by professionals from our custom writings , contact us to buy essays online .

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Critical Analysis Essay Topics by Category

If you're looking for an interesting and thought-provoking topic for your critical analysis essay, you've come to the right place! Critical analysis essays can cover many subjects and topics, with endless possibilities. To help you get started, we've compiled a list of critical analysis essay topics by category. We've got you covered whether you're interested in literature, science, social issues, or something else. So, grab a notebook and pen, and get ready to dive deep into your chosen topic. In the following sections, we will provide you with various good critical analysis paper topics to choose from, each with its unique angle and approach.

Critical Analysis Essay Topics on Mass Media

From television and radio to social media and advertising, mass media is everywhere, shaping our perceptions of the world around us. As a result, it's no surprise that critical analysis essays on mass media are a popular choice for students and scholars alike. To help you get started, here are ten critical essay example topics on mass media:

• The Influence of Viral Memes on Pop Culture: An In-Depth Analysis.
• The Portrayal of Mental Health in Television: Examining Stigmatization and Advocacy.
• The Power of Satirical News Shows: Analyzing the Impact of Political Commentary.
• Mass Media and Consumer Behavior: Investigating Advertising and Persuasion Techniques.
• The Ethics of Deepfake Technology: Implications for Trust and Authenticity in Media.
• Media Framing and Public Perception: A Critical Analysis of News Coverage.
• The Role of Social Media in Shaping Political Discourse and Activism.
• Fake News in the Digital Age: Identifying Disinformation and Its Effects.
• The Representation of Gender and Diversity in Hollywood Films: A Critical Examination.
• Media Ownership and Its Impact on Journalism and News Reporting: A Comprehensive Study.

Critical Analysis Essay Topics on Sports

Sports are a ubiquitous aspect of our culture, and they have the power to unite and inspire people from all walks of life. Whether you're an athlete, a fan, or just someone who appreciates the beauty of competition, there's no denying the significance of sports in our society. If you're looking for an engaging and thought-provoking topic for your critical analysis essay, sports offer a wealth of possibilities:

• The Role of Sports in Diplomacy: Examining International Relations Through Athletic Events.
• Sports and Identity: How Athletic Success Shapes National and Cultural Pride.
• The Business of Sports: Analyzing the Economics and Commercialization of Athletics.
• Athlete Activism: Exploring the Impact of Athletes' Social and Political Engagement.
• Sports Fandom and Online Communities: The Impact of Social Media on Fan Engagement.
• The Representation of Athletes in the Media: Gender, Race, and Stereotypes.
• The Psychology of Sports: Exploring Mental Toughness, Motivation, and Peak Performance.
• The Evolution of Sports Equipment and Technology: From Innovation to Regulation.
• The Legacy of Sports Legends: Analyzing Their Impact Beyond Athletic Achievement.
• Sports and Social Change: How Athletic Movements Shape Societal Attitudes and Policies.

Critical Analysis Essay Topics on Literature and Arts

Literature and arts can inspire, challenge, and transform our perceptions of the world around us. From classic novels to contemporary art, the realm of literature and arts offers many possibilities for critical analysis essays. Here are ten original critic essay example topics on literature and arts:

• The Use of Symbolism in Contemporary Poetry: Analyzing Hidden Meanings and Significance.
• The Intersection of Art and Identity: How Self-Expression Shapes Artists' Works.
• The Role of Nonlinear Narrative in Postmodern Novels: Techniques and Interpretation.
• The Influence of Jazz on African American Literature: A Comparative Study.
• The Complexity of Visual Storytelling: Graphic Novels and Their Narrative Power.
• The Art of Literary Translation: Challenges, Impact, and Interpretation.
• The Evolution of Music Videos: From Promotional Tools to a Unique Art Form.
• The Literary Techniques of Magical Realism: Exploring Reality and Fantasy.
• The Impact of Visual Arts in Advertising: Analyzing the Connection Between Art and Commerce.
• Art in Times of Crisis: How Artists Respond to Societal and Political Challenges.

Critical Analysis Essay Topics on Culture

Culture is a dynamic and multifaceted aspect of our society, encompassing everything from language and religion to art and music. As a result, there are countless possibilities for critical analysis essays on culture. Whether you're interested in exploring the complexities of globalization or delving into the nuances of cultural identity, there's a wealth of topics to choose from:

• The Influence of K-Pop on Global Youth Culture: A Comparative Study.
• Cultural Significance of Street Art in Urban Spaces: Beyond Vandalism.
• The Role of Mythology in Shaping Indigenous Cultures and Belief Systems.
• Nollywood: Analyzing the Cultural Impact of Nigerian Cinema on the African Diaspora.
• The Language of Hip-Hop Lyrics: A Semiotic Analysis of Cultural Expression.
• Digital Nomads and Cultural Adaptation: Examining the Subculture of Remote Work.
• The Cultural Significance of Tattooing Among Indigenous Tribes in Oceania.
• The Art of Culinary Fusion: Analyzing Cross-Cultural Food Trends and Innovation.
• The Impact of Cultural Festivals on Local Identity and Economy.
• The Influence of Internet Memes on Language and Cultural Evolution.

How to Write a Critical Analysis: Easy Steps

When wondering how to write a critical analysis essay, remember that it can be a challenging but rewarding process. Crafting a critical analysis example requires a careful and thoughtful examination of a text or artwork to assess its strengths and weaknesses and broader implications. The key to success is to approach the task in a systematic and organized manner, breaking it down into two distinct steps: critical reading and critical writing. Here are some tips for each step of the process to help you write a critical essay.

Step 1: Critical Reading

Here are some tips for critical reading that can help you with your critical analysis paper:

• Read actively : Don't just read the text passively, but actively engage with it by highlighting or underlining important points, taking notes, and asking questions.
• Identify the author's main argument: Figure out what the author is trying to say and what evidence they use to support their argument.
• Evaluate the evidence: Determine whether the evidence is reliable, relevant, and sufficient to support the author's argument.
• Analyze the author's tone and style: Consider the author's tone and style and how it affects the reader's interpretation of the text.
• Identify assumptions: Identify any underlying assumptions the author makes and consider whether they are valid or questionable.
• Consider alternative perspectives: Consider alternative perspectives or interpretations of the text and consider how they might affect the author's argument.
• Assess the author's credibility : Evaluate the author's credibility by considering their expertise, biases, and motivations.
• Consider the context: Consider the historical, social, cultural, and political context in which the text was written and how it affects its meaning.
• Pay attention to language: Pay attention to the author's language, including metaphors, symbolism, and other literary devices.
• Synthesize your analysis: Use your analysis of the text to develop a well-supported argument in your critical analysis essay.

Step 2: Critical Analysis Writing

Here are some tips for critical analysis writing, with examples:

• Start with a strong thesis statement: A strong critical analysis thesis is the foundation of any critical analysis essay. It should clearly state your argument or interpretation of the text. You can also consult us on how to write a thesis statement . Meanwhile, here is a clear example:
• Weak thesis statement: 'The author of this article is wrong.'
• Strong thesis statement: 'In this article, the author's argument fails to consider the socio-economic factors that contributed to the issue, rendering their analysis incomplete.'
• Use evidence to support your argument: Use evidence from the text to support your thesis statement, and make sure to explain how the evidence supports your argument. For example:
• Weak argument: 'The author of this article is biased.'
• Strong argument: 'The author's use of emotional language and selective evidence suggests a bias towards one particular viewpoint, as they fail to consider counterarguments and present a balanced analysis.'
• Analyze the evidence : Analyze the evidence you use by considering its relevance, reliability, and sufficiency. For example:
• Weak analysis: 'The author mentions statistics in their argument.'
• Strong analysis: 'The author uses statistics to support their argument, but it is important to note that these statistics are outdated and do not take into account recent developments in the field.'
• Use quotes and paraphrases effectively: Use quotes and paraphrases to support your argument and properly cite your sources. For example:
• Weak use of quotes: 'The author said, 'This is important.'
• Strong use of quotes: 'As the author points out, 'This issue is of utmost importance in shaping our understanding of the problem' (p. 25).'
• Use clear and concise language: Use clear and concise language to make your argument easy to understand, and avoid jargon or overly complicated language. For example:
• Weak language: 'The author's rhetorical devices obfuscate the issue.'
• Strong language: 'The author's use of rhetorical devices such as metaphor and hyperbole obscures the key issues at play.'
• Address counterarguments: Address potential counterarguments to your argument and explain why your interpretation is more convincing. For example:
• Weak argument: 'The author is wrong because they did not consider X.'
• Strong argument: 'While the author's analysis is thorough, it overlooks the role of X in shaping the issue. However, by considering this factor, a more nuanced understanding of the problem emerges.'
• Consider the audience: Consider your audience during your writing process. Your language and tone should be appropriate for your audience and should reflect the level of knowledge they have about the topic. For example:
• Weak language: 'As any knowledgeable reader can see, the author's argument is flawed.'
• Strong language: 'Through a critical analysis of the author's argument, it becomes clear that there are gaps in their analysis that require further consideration.'

Master the art of critical analysis with EssayPro . Our team is ready to guide you in dissecting texts, theories, or artworks with depth and sophistication. Let us help you deliver a critical analysis essay that showcases your analytical prowess.

Creating a Detailed Critical Analysis Essay Outline

Creating a detailed outline is essential when writing a critical analysis essay. It helps you organize your thoughts and arguments, ensuring your essay flows logically and coherently. Here is a detailed critical analysis outline from our dissertation writers :

I. Introduction

A. Background information about the text and its author

B. Brief summary of the text

C. Thesis statement that clearly states your argument

II. Analysis of the Text

A. Overview of the text's main themes and ideas

B. Examination of the author's writing style and techniques

C. Analysis of the text's structure and organization

III. Evaluation of the Text

A. Evaluation of the author's argument and evidence

B. Analysis of the author's use of language and rhetorical strategies

C. Assessment of the text's effectiveness and relevance to the topic

IV. Discussion of the Context

A. Exploration of the historical, cultural, and social context of the text

B. Examination of the text's influence on its audience and society

C. Analysis of the text's significance and relevance to the present day

V. Counter Arguments and Responses

A. Identification of potential counterarguments to your argument

B. Refutation of counterarguments and defense of your position

C. Acknowledgement of the limitations and weaknesses of your argument

VI. Conclusion

A. Recap of your argument and main points

B. Evaluation of the text's significance and relevance

C. Final thoughts and recommendations for further research or analysis.

This outline can be adjusted to fit the specific requirements of your essay. Still, it should give you a solid foundation for creating a detailed and well-organized critical analysis essay.

Useful Techniques Used in Literary Criticism

There are several techniques used in literary criticism to analyze and evaluate a work of literature. Here are some of the most common techniques:

• Close reading: This technique involves carefully analyzing a text to identify its literary devices, themes, and meanings.
• Historical and cultural context: This technique involves examining the historical and cultural context of a work of literature to understand the social, political, and cultural influences that shaped it.
• Structural analysis: This technique involves analyzing the structure of a text, including its plot, characters, and narrative techniques, to identify patterns and themes.
• Formalism: This technique focuses on the literary elements of a text, such as its language, imagery, and symbolism, to analyze its meaning and significance.
• Psychological analysis: This technique examines the psychological and emotional aspects of a text, including the motivations and desires of its characters, to understand the deeper meanings and themes.
• Feminist and gender analysis: This technique focuses on the representation of gender and sexuality in a text, including how gender roles and stereotypes are reinforced or challenged.
• Marxist and social analysis: This technique examines the social and economic structures portrayed in a text, including issues of class, power, and inequality.

By using these and other techniques, literary critics can offer insightful and nuanced analyses of works of literature, helping readers to understand and appreciate the complexity and richness of the texts.

Sample Critical Analysis Essay

Now that you know how to write a critical analysis, take a look at the critical analysis essay sample provided by our research paper writers and better understand this kind of paper!

Final Words

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If you need help with any of the STEPS ABOVE

Feel free to use EssayPro Outline Help

What Type Of Language Should Be Used In A Critical Analysis Essay?

How to write a critical analysis essay, what is a critical analysis essay.

Annie Lambert

specializes in creating authoritative content on marketing, business, and finance, with a versatile ability to handle any essay type and dissertations. With a Master’s degree in Business Administration and a passion for social issues, her writing not only educates but also inspires action. On EssayPro blog, Annie delivers detailed guides and thought-provoking discussions on pressing economic and social topics. When not writing, she’s a guest speaker at various business seminars.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Open access
• Published: 03 July 2024

The impact of evidence-based nursing leadership in healthcare settings: a mixed methods systematic review

• Maritta Välimäki 1 , 2 ,
• Shuang Hu 3 ,
• Tella Lantta 1 ,
• Kirsi Hipp 1 , 4 ,
• Jaakko Varpula 1 ,
• Jiarui Chen 3 ,
• Gaoming Liu 5 ,
• Yao Tang 3 ,
• Wenjun Chen 3 &
• Xianhong Li 3  

BMC Nursing volume  23 , Article number:  452 ( 2024 ) Cite this article

458 Accesses

Metrics details

The central component in impactful healthcare decisions is evidence. Understanding how nurse leaders use evidence in their own managerial decision making is still limited. This mixed methods systematic review aimed to examine how evidence is used to solve leadership problems and to describe the measured and perceived effects of evidence-based leadership on nurse leaders and their performance, organizational, and clinical outcomes.

We included articles using any type of research design. We referred nurses, nurse managers or other nursing staff working in a healthcare context when they attempt to influence the behavior of individuals or a group in an organization using an evidence-based approach. Seven databases were searched until 11 November 2021. JBI Critical Appraisal Checklist for Quasi-experimental studies, JBI Critical Appraisal Checklist for Case Series, Mixed Methods Appraisal Tool were used to evaluate the Risk of bias in quasi-experimental studies, case series, mixed methods studies, respectively. The JBI approach to mixed methods systematic reviews was followed, and a parallel-results convergent approach to synthesis and integration was adopted.

Thirty-one publications were eligible for the analysis: case series ( n  = 27), mixed methods studies ( n  = 3) and quasi-experimental studies ( n  = 1). All studies were included regardless of methodological quality. Leadership problems were related to the implementation of knowledge into practice, the quality of nursing care and the resource availability. Organizational data was used in 27 studies to understand leadership problems, scientific evidence from literature was sought in 26 studies, and stakeholders’ views were explored in 24 studies. Perceived and measured effects of evidence-based leadership focused on nurses’ performance, organizational outcomes, and clinical outcomes. Economic data were not available.

Conclusions

This is the first systematic review to examine how evidence is used to solve leadership problems and to describe its measured and perceived effects from different sites. Although a variety of perceptions and effects were identified on nurses’ performance as well as on organizational and clinical outcomes, available knowledge concerning evidence-based leadership is currently insufficient. Therefore, more high-quality research and clinical trial designs are still needed.

Trail registration

The study was registered (PROSPERO CRD42021259624).

Peer Review reports

Global health demands have set new roles for nurse leaders [ 1 ].Nurse leaders are referred to as nurses, nurse managers, or other nursing staff working in a healthcare context who attempt to influence the behavior of individuals or a group based on goals that are congruent with organizational goals [ 2 ]. They are seen as professionals “armed with data and evidence, and a commitment to mentorship and education”, and as a group in which “leaders innovate, transform, and achieve quality outcomes for patients, health care professionals, organizations, and communities” [ 3 ]. Effective leadership occurs when team members critically follow leaders and are motivated by a leader’s decisions based on the organization’s requests and targets [ 4 ]. On the other hand, problems caused by poor leadership may also occur, regarding staff relations, stress, sickness, or retention [ 5 ]. Therefore, leadership requires an understanding of different problems to be solved using synthesizing evidence from research, clinical expertise, and stakeholders’ preferences [ 6 , 7 ]. If based on evidence, leadership decisions, also referred as leadership decision making [ 8 ], could ensure adequate staffing [ 7 , 9 ] and to produce sufficient and cost-effective care [ 10 ]. However, nurse leaders still rely on their decision making on their personal [ 11 ] and professional experience [ 10 ] over research evidence, which can lead to deficiencies in the quality and safety of care delivery [ 12 , 13 , 14 ]. As all nurses should demonstrate leadership in their profession, their leadership competencies should be strengthened [ 15 ].

Evidence-informed decision-making, referred to as evidence appraisal and application, and evaluation of decisions [ 16 ], has been recognized as one of the core competencies for leaders [ 17 , 18 ]. The role of evidence in nurse leaders’ managerial decision making has been promoted by public authorities [ 19 , 20 , 21 ]. Evidence-based management, another concept related to evidence-based leadership, has been used as the potential to improve healthcare services [ 22 ]. It can guide nursing leaders, in developing working conditions, staff retention, implementation practices, strategic planning, patient care, and success of leadership [ 13 ]. Collins and Holton [ 23 ] in their systematic review and meta-analysis examined 83 studies regarding leadership development interventions. They found that leadership training can result in significant improvement in participants’ skills, especially in knowledge level, although the training effects varied across studies. Cummings et al. [ 24 ] reviewed 100 papers (93 studies) and concluded that participation in leadership interventions had a positive impact on the development of a variety of leadership styles. Clavijo-Chamorro et al. [ 25 ] in their review of 11 studies focused on leadership-related factors that facilitate evidence implementation: teamwork, organizational structures, and transformational leadership. The role of nurse managers was to facilitate evidence-based practices by transforming contexts to motivate the staff and move toward a shared vision of change.

As far as we are aware, however, only a few systematic reviews have focused on evidence-based leadership or related concepts in the healthcare context aiming to analyse how nurse leaders themselves uses evidence in the decision-making process. Young [ 26 ] targeted definitions and acceptance of evidence-based management (EBMgt) in healthcare while Hasanpoor et al. [ 22 ] identified facilitators and barriers, sources of evidence used, and the role of evidence in the process of decision making. Both these reviews concluded that EBMgt was of great importance but used limitedly in healthcare settings due to a lack of time, a lack of research management activities, and policy constraints. A review by Williams [ 27 ] showed that the usage of evidence to support management in decision making is marginal due to a shortage of relevant evidence. Fraser [ 28 ] in their review further indicated that the potential evidence-based knowledge is not used in decision making by leaders as effectively as it could be. Non-use of evidence occurs and leaders base their decisions mainly on single studies, real-world evidence, and experts’ opinions [ 29 ]. Systematic reviews and meta-analyses rarely provide evidence of management-related interventions [ 30 ]. Tate et al. [ 31 ] concluded based on their systematic review and meta-analysis that the ability of nurse leaders to use and critically appraise research evidence may influence the way policy is enacted and how resources and staff are used to meet certain objectives set by policy. This can further influence staff and workforce outcomes. It is therefore important that nurse leaders have the capacity and motivation to use the strongest evidence available to effect change and guide their decision making [ 27 ].

Despite of a growing body of evidence, we found only one review focusing on the impact of evidence-based knowledge. Geert et al. [ 32 ] reviewed literature from 2007 to 2016 to understand the elements of design, delivery, and evaluation of leadership development interventions that are the most reliably linked to outcomes at the level of the individual and the organization, and that are of most benefit to patients. The authors concluded that it is possible to improve individual-level outcomes among leaders, such as knowledge, motivation, skills, and behavior change using evidence-based approaches. Some of the most effective interventions included, for example, interactive workshops, coaching, action learning, and mentoring. However, these authors found limited research evidence describing how nurse leaders themselves use evidence to support their managerial decisions in nursing and what the outcomes are.

To fill the knowledge gap and compliment to existing knowledgebase, in this mixed methods review we aimed to (1) examine what leadership problems nurse leaders solve using an evidence-based approach and (2) how they use evidence to solve these problems. We also explored (3) the measured and (4) perceived effects of the evidence-based leadership approach in healthcare settings. Both qualitative and quantitative components of the effects of evidence-based leadership were examined to provide greater insights into the available literature [ 33 ]. Together with the evidence-based leadership approach, and its impact on nursing [ 34 , 35 ], this knowledge gained in this review can be used to inform clinical policy or organizational decisions [ 33 ]. The study is registered (PROSPERO CRD42021259624). The methods used in this review were specified in advance and documented in a priori in a published protocol [ 36 ]. Key terms of the review and the search terms are defined in Table  1 (population, intervention, comparison, outcomes, context, other).

In this review, we used a mixed methods approach [ 37 ]. A mixed methods systematic review was selected as this approach has the potential to produce direct relevance to policy makers and practitioners [ 38 ]. Johnson and Onwuegbuzie [ 39 ] have defined mixed methods research as “the class of research in which the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study.” Therefore, we combined quantitative and narrative analysis to appraise and synthesize empirical evidence, and we held them as equally important in informing clinical policy or organizational decisions [ 34 ]. In this review, a comprehensive synthesis of quantitative and qualitative data was performed first and then discussed in discussion part (parallel-results convergent design) [ 40 ]. We hoped that different type of analysis approaches could complement each other and deeper picture of the topic in line with our research questions could be gained [ 34 ].

Inclusion and exclusion criteria

Inclusion and exclusion criteria of the study are described in Table  1 .

Search strategy

A three-step search strategy was utilized. First, an initial limited search with #MEDLINE was undertaken, followed by analysis of the words used in the title, abstract, and the article’s key index terms. Second, the search strategy, including identified keywords and index terms, was adapted for each included data base and a second search was undertaken on 11 November 2021. The full search strategy for each database is described in Additional file 1 . Third, the reference list of all studies included in the review were screened for additional studies. No year limits or language restrictions were used.

Information sources

The database search included the following: CINAHL (EBSCO), Cochrane Library (academic database for medicine and health science and nursing), Embase (Elsevier), PsycINFO (EBSCO), PubMed (MEDLINE), Scopus (Elsevier) and Web of Science (academic database across all scientific and technical disciplines, ranging from medicine and social sciences to arts and humanities). These databases were selected as they represent typical databases in health care context. Subject headings from each of the databases were included in the search strategies. Boolean operators ‘AND’ and ‘OR’ were used to combine the search terms. An information specialist from the University of Turku Library was consulted in the formation of the search strategies.

Study selection

All identified citations were collated and uploaded into Covidence software (Covidence systematic review software, Veritas Health Innovation, Melbourne, Australia www.covidence.org ), and duplicates were removed by the software. Titles and abstracts were screened and assessed against the inclusion criteria independently by two reviewers out of four, and any discrepancies were resolved by the third reviewer (MV, KH, TL, WC). Studies meeting the inclusion criteria were retrieved in full and archived in Covidence. Access to one full-text article was lacking: the authors for one study were contacted about the missing full text, but no full text was received. All remaining hits of the included studies were retrieved and assessed independently against the inclusion criteria by two independent reviewers of four (MV, KH, TL, WC). Studies that did not meet the inclusion criteria were excluded, and the reasons for exclusion were recorded in Covidence. Any disagreements that arose between the reviewers were resolved through discussions with XL.

Assessment of methodological quality

Eligible studies were critically appraised by two independent reviewers (YT, SH). Standardized critical appraisal instruments based on the study design were used. First, quasi-experimental studies were assessed using the JBI Critical Appraisal Checklist for Quasi-experimental studies [ 44 ]. Second, case series were assessed using the JBI Critical Appraisal Checklist for Case Series [ 45 ]. Third, mixed methods studies were appraised using the Mixed Methods Appraisal Tool [ 46 ].

To increase inter-reviewer reliability, the review agreement was calculated (SH) [ 47 ]. A kappa greater than 0.8 was considered to represent a high level of agreement (0–0.1). In our data, the agreement was 0.75. Discrepancies raised between two reviewers were resolved through discussion and modifications and confirmed by XL. As an outcome, studies that met the inclusion criteria were proceeded to critical appraisal and assessed as suitable for inclusion in the review. The scores for each item and overall critical appraisal scores were presented.

Data extraction

For data extraction, specific tables were created. First, study characteristics (author(s), year, country, design, number of participants, setting) were extracted by two authors independently (JC, MV) and reviewed by TL. Second, descriptions of the interventions were extracted by two reviewers (JV, JC) using the structure of the TIDIeR (Template for Intervention Description and Replication) checklist (brief name, the goal of the intervention, material and procedure, models of delivery and location, dose, modification, adherence and fidelity) [ 48 ]. The extractions were confirmed (MV).

Third, due to a lack of effectiveness data and a wide heterogeneity between study designs and presentation of outcomes, no attempt was made to pool the quantitative data statistically; the findings of the quantitative data were presented in narrative form only [ 44 ]. The separate data extraction tables for each research question were designed specifically for this study. For both qualitative (and a qualitative component of mixed-method studies) and quantitative studies, the data were extracted and tabulated into text format according to preplanned research questions [ 36 ]. To test the quality of the tables and the data extraction process, three authors independently extracted the data from the first five studies (in alphabetical order). After that, the authors came together to share and determine whether their approaches of the data extraction were consistent with each other’s output and whether the content of each table was in line with research question. No reason was found to modify the data extraction tables or planned process. After a consensus of the data extraction process was reached, the data were extracted in pairs by independent reviewers (WC, TY, SH, GL). Any disagreements that arose between the reviewers were resolved through discussion and with a third reviewer (MV).

Data analysis

We were not able to conduct a meta-analysis due to a lack of effectiveness data based on clinical trials. Instead, we used inductive thematic analysis with constant comparison to answer the research question [ 46 , 49 ] using tabulated primary data from qualitative and quantitative studies as reported by the original authors in narrative form only [ 47 ]. In addition, the qualitizing process was used to transform quantitative data to qualitative data; this helped us to convert the whole data into themes and categories. After that we used the thematic analysis for the narrative data as follows. First, the text was carefully read, line by line, to reveal topics answering each specific review question (MV). Second, the data coding was conducted, and the themes in the data were formed by data categorization. The process of deriving the themes was inductive based on constant comparison [ 49 ]. The results of thematic analysis and data categorization was first described in narrative format and then the total number of studies was calculated where the specific category was identified (%).

Stakeholder involvement

The method of reporting stakeholders’ involvement follows the key components by [ 50 ]: (1) people involved, (2) geographical location, (3) how people were recruited, (4) format of involvement, (5) amount of involvement, (6) ethical approval, (7) financial compensation, and (8) methods for reporting involvement.

In our review, stakeholder involvement targeted nurses and nurse leader in China. Nurse Directors of two hospitals recommended potential participants who received a personal invitation letter from researchers to participate in a discussion meeting. Stakeholders’ participation was based on their own free will. Due to COVID-19, one online meeting (1 h) was organized (25 May 2022). Eleven participants joined the meeting. Ethical approval was not applied and no financial compensation was offered. At the end of the meeting, experiences of stakeholders’ involvement were explored.

The meeting started with an introductory presentation with power points. The rationale, methods, and preliminary review results were shared with the participants [ 51 ].The meeting continued with general questions for the participants: (1) Are you aware of the concepts of evidence-based practice or evidence-based leadership?; (2) How important is it to use evidence to support decisions among nurse leaders?; (3) How is the evidence-based approach used in hospital settings?; and (4) What type of evidence is currently used to support nurse leaders’ decision making (e.g. scientific literature, organizational data, stakeholder views)?

Two people took notes on the course and content of the conversation. The notes were later transcripted in verbatim, and the key points of the discussions were summarised. Although answers offered by the stakeholders were very short, the information was useful to validate the preliminary content of the results, add the rigorousness of the review, and obtain additional perspectives. A recommendation of the stakeholders was combined in the Discussion part of this review increasing the applicability of the review in the real world [ 50 ]. At the end of the discussion, the value of stakeholders’ involvement was asked. Participants shared that the experience of participating was unique and the topic of discussion was challenging. Two authors of the review group further represented stakeholders by working together with the research team throughout the review study.

Search results

From seven different electronic databases, 6053 citations were identified as being potentially relevant to the review. Then, 3133 duplicates were removed by an automation tool (Covidence: www.covidence.org ), and one was removed manually. The titles and abstracts of 3040 of citations were reviewed, and a total of 110 full texts were included (one extra citation was found on the reference list but later excluded). Based on the eligibility criteria, 31 studies (32 hits) were critically appraised and deemed suitable for inclusion in the review. The search results and selection process are presented in the PRISMA [ 52 ] flow diagram Fig.  1 . The full list of references for included studies can be find in Additional file 2 . To avoid confusion between articles of the reference list and studies included in the analysis, the studies included in the review are referred inside the article using the reference number of each study (e.g. ref 1, ref 2).

Search results and study selection and inclusion process [ 52 ]

Characteristics of included studies

The studies had multiple purposes, aiming to develop practice, implement a new approach, improve quality, or to develop a model. The 31 studies (across 32 hits) were case series studies ( n  = 27), mixed methods studies ( n  = 3) and a quasi-experimental study ( n  = 1). All studies were published between the years 2004 and 2021. The highest number of papers was published in year 2020.

Table  2 describes the characteristics of included studies and Additional file 3 offers a narrative description of the studies.

Methodological quality assessment

Quasi-experimental studies.

We had one quasi-experimental study (ref 31). All questions in the critical appraisal tool were applicable. The total score of the study was 8 (out of a possible 9). Only one response of the tool was ‘no’ because no control group was used in the study (see Additional file 4 for the critical appraisal of included studies).

Case series studies . A case series study is typically defined as a collection of subjects with common characteristics. The studies do not include a comparison group and are often based on prevalent cases and on a sample of convenience [ 53 ]. Munn et al. [ 45 ] further claim that case series are best described as observational studies, lacking experimental and randomized characteristics, being descriptive studies, without a control or comparator group. Out of 27 case series studies included in our review, the critical appraisal scores varied from 1 to 9. Five references were conference abstracts with empirical study results, which were scored from 1 to 3. Full reports of these studies were searched in electronic databases but not found. Critical appraisal scores for the remaining 22 studies ranged from 1 to 9 out of a possible score of 10. One question (Q3) was not applicable to 13 studies: “Were valid methods used for identification of the condition for all participants included in the case series?” Only two studies had clearly reported the demographic of the participants in the study (Q6). Twenty studies met Criteria 8 (“Were the outcomes or follow-up results of cases clearly reported?”) and 18 studies met Criteria 7 (“Q7: Was there clear reporting of clinical information of the participants?”) (see Additional file 4 for the critical appraisal of included studies).

Mixed-methods studies

Mixed-methods studies involve a combination of qualitative and quantitative methods. This is a common design and includes convergent design, sequential explanatory design, and sequential exploratory design [ 46 ]. There were three mixed-methods studies. The critical appraisal scores for the three studies ranged from 60 to 100% out of a possible 100%. Two studies met all the criteria, while one study fulfilled 60% of the scored criteria due to a lack of information to understand the relevance of the sampling strategy well enough to address the research question (Q4.1) or to determine whether the risk of nonresponse bias was low (Q4.4) (see Additional file 4 for the critical appraisal of included studies).

Intervention or program components

The intervention of program components were categorized and described using the TiDier checklist: name and goal, theory or background, material, procedure, provider, models of delivery, location, dose, modification, and adherence and fidelity [ 48 ]. A description of intervention in each study is described in Additional file 5 and a narrative description in Additional file 6 .

Leadership problems

In line with the inclusion criteria, data for the leadership problems were categorized in all 31 included studies (see Additional file 7 for leadership problems). Three types of leadership problems were identified: implementation of knowledge into practice, the quality of clinical care, and resources in nursing care. A narrative summary of the results is reported below.

Implementing knowledge into practice

Eleven studies (35%) aimed to solve leadership problems related to implementation of knowledge into practice. Studies showed how to support nurses in evidence-based implementation (EBP) (ref 3, ref 5), how to engage nurses in using evidence in practice (ref 4), how to convey the importance of EBP (ref 22) or how to change practice (ref 4). Other problems were how to facilitate nurses to use guideline recommendations (ref 7) and how nurses can make evidence-informed decisions (ref 8). General concerns also included the linkage between theory and practice (ref 1) as well as how to implement the EBP model in practice (ref 6). In addition, studies were motivated by the need for revisions or updates of protocols to improve clinical practice (ref 10) as well as the need to standardize nursing activities (ref 11, ref 14).

The quality of the care

Thirteen (42%) focused on solving problems related to the quality of clinical care. In these studies, a high number of catheter infections led a lack of achievement of organizational goals (ref 2, ref 9). A need to reduce patient symptoms in stem cell transplant patients undergoing high-dose chemotherapy (ref 24) was also one of the problems to be solved. In addition, the projects focused on how to prevent pressure ulcers (ref 26, ref 29), how to enhance the quality of cancer treatment (ref 25) and how to reduce the need for invasive constipation treatment (ref 30). Concerns about patient safety (ref 15), high fall rates (ref 16, ref 19), dissatisfaction of patients (ref 16, ref 18) and nurses (ref 16, ref 30) were also problems that had initiated the projects. Studies addressed concerns about how to promote good contingency care in residential aged care homes (ref 20) and about how to increase recognition of human trafficking problems in healthcare (ref 21).

Resources in nursing care

Nurse leaders identified problems in their resources, especially in staffing problems. These problems were identified in seven studies (23%), which involved concerns about how to prevent nurses from leaving the job (ref 31), how to ensure appropriate recruitment, staffing and retaining of nurses (ref 13) and how to decrease nurses’ burden and time spent on nursing activities (ref 12). Leadership turnover was also reported as a source of dissatisfaction (ref 17); studies addressed a lack of structured transition and training programs, which led to turnover (ref 23), as well as how to improve intershift handoff among nurses (ref 28). Optimal design for new hospitals was also examined (ref 27).

Main features of evidence-based leadership

Out of 31 studies, 17 (55%) included all four domains of an evidence-based leadership approach, and four studies (13%) included evidence of critical appraisal of the results (see Additional file 8 for the main features of evidence-based Leadership) (ref 11, ref 14, ref 23, ref 27).

Organizational evidence

Twenty-seven studies (87%) reported how organizational evidence was collected and used to solve leadership problems (ref 2). Retrospective chart reviews (ref 5), a review of the extent of specific incidents (ref 19), and chart auditing (ref 7, ref 25) were conducted. A gap between guideline recommendations and actual care was identified using organizational data (ref 7) while the percentage of nurses’ working time spent on patient care was analyzed using an electronic charting system (ref 12). Internal data (ref 22), institutional data, and programming metrics were also analyzed to understand the development of the nurse workforce (ref 13).

Surveys (ref 3, ref 25), interviews (ref 3, ref 25) and group reviews (ref 18) were used to better understand the leadership problem to be solved. Employee opinion surveys on leadership (ref 17), a nurse satisfaction survey (ref 30) and a variety of reporting templates were used for the data collection (ref 28) reported. Sometimes, leadership problems were identified by evidence facilitators or a PI’s team who worked with staff members (ref 15, ref 17). Problems in clinical practice were also identified by the Nursing Professional Council (ref 14), managers (ref 26) or nurses themselves (ref 24). Current practices were reviewed (ref 29) and a gap analysis was conducted (ref 4, ref 16, ref 23) together with SWOT analysis (ref 16). In addition, hospital mission and vision statements, research culture established and the proportion of nursing alumni with formal EBP training were analyzed (ref 5). On the other hand, it was stated that no systematic hospital-specific sources of data regarding job satisfaction or organizational commitment were used (ref 31). In addition, statements of organizational analysis were used on a general level only (ref 1).

Scientific evidence identified

Twenty-six studies (84%) reported the use of scientific evidence in their evidence-based leadership processes. A literature search was conducted (ref 21) and questions, PICO, and keywords were identified (ref 4) in collaboration with a librarian. Electronic databases, including PubMed (ref 14, ref 31), Cochrane, and EMBASE (ref 31) were searched. Galiano (ref 6) used Wiley Online Library, Elsevier, CINAHL, Health Source: Nursing/Academic Edition, PubMed, and the Cochrane Library while Hoke (ref 11) conducted an electronic search using CINAHL and PubMed to retrieve articles.

Identified journals were reviewed manually (ref 31). The findings were summarized using ‘elevator speech’ (ref 4). In a study by Gifford et al. (ref 9) evidence facilitators worked with participants to access, appraise, and adapt the research evidence to the organizational context. Ostaszkiewicz (ref 20) conducted a scoping review of literature and identified and reviewed frameworks and policy documents about the topic and the quality standards. Further, a team of nursing administrators, directors, staff nurses, and a patient representative reviewed the literature and made recommendations for practice changes.

Clinical practice guidelines were also used to offer scientific evidence (ref 7, ref 19). Evidence was further retrieved from a combination of nursing policies, guidelines, journal articles, and textbooks (ref 12) as well as from published guidelines and literature (ref 13). Internal evidence, professional practice knowledge, relevant theories and models were synthesized (ref 24) while other study (ref 25) reviewed individual studies, synthesized with systematic reviews or clinical practice guidelines. The team reviewed the research evidence (ref 3, ref 15) or conducted a literature review (ref 22, ref 28, ref 29), a literature search (ref 27), a systematic review (ref 23), a review of the literature (ref 30) or ‘the scholarly literature was reviewed’ (ref 18). In addition, ‘an extensive literature review of evidence-based best practices was carried out’ (ref 10). However, detailed description how the review was conducted was lacking.

Views of stakeholders

A total of 24 studies (77%) reported methods for how the views of stakeholders, i.e., professionals or experts, were considered. Support to run this study was received from nursing leadership and multidisciplinary teams (ref 29). Experts and stakeholders joined the study team in some cases (ref 25, ref 30), and in other studies, their opinions were sought to facilitate project success (ref 3). Sometimes a steering committee was formed by a Chief Nursing Officer and Clinical Practice Specialists (ref 2). More specifically, stakeholders’ views were considered using interviews, workshops and follow-up teleconferences (ref 7). The literature review was discussed with colleagues (ref 11), and feedback and support from physicians as well as the consensus of staff were sought (ref 16).

A summary of the project findings and suggestions for the studies were discussed at 90-minute weekly meetings by 11 charge nurses. Nurse executive directors were consulted over a 10-week period (ref 31). An implementation team (nurse, dietician, physiotherapist, occupational therapist) was formed to support the implementation of evidence-based prevention measures (ref 26). Stakeholders volunteered to join in the pilot implementation (ref 28) or a stakeholder team met to determine the best strategy for change management, shortcomings in evidence-based criteria were discussed, and strategies to address those areas were planned (ref 5). Nursing leaders, staff members (ref 22), ‘process owners (ref 18) and program team members (ref 18, ref 19, ref 24) met regularly to discuss the problems. Critical input was sought from clinical educators, physicians, nutritionists, pharmacists, and nurse managers (ref 24). The unit director and senior nursing staff reviewed the contents of the product, and the final version of clinical pathways were reviewed and approved by the Quality Control Commission of the Nursing Department (ref 12). In addition, two co-design workshops with 18 residential aged care stakeholders were organized to explore their perspectives about factors to include in a model prototype (ref 20). Further, an agreement of stakeholders in implementing continuous quality services within an open relationship was conducted (ref 1).

Critical appraisal

In five studies (16%), a critical appraisal targeting the literature search was carried out. The appraisals were conducted by interns and teams who critiqued the evidence (ref 4). In Hoke’s study, four areas that had emerged in the literature were critically reviewed (ref 11). Other methods were to ‘critically appraise the search results’ (ref 14). Journal club team meetings (ref 23) were organized to grade the level and quality of evidence and the team ‘critically appraised relevant evidence’ (ref 27). On the other hand, the studies lacked details of how the appraisals were done in each study.

The perceived effects of evidence-based leadership

Perceived effects of evidence-based leadership on nurses’ performance.

Eleven studies (35%) described perceived effects of evidence-based leadership on nurses’ performance (see Additional file 9 for perceived effects of evidence-based leadership), which were categorized in four groups: awareness and knowledge, competence, ability to understand patients’ needs, and engagement. First, regarding ‘awareness and knowledge’, different projects provided nurses with new learning opportunities (ref 3). Staff’s knowledge (ref 20, ref 28), skills, and education levels improved (ref 20), as did nurses’ knowledge comprehension (ref 21). Second, interventions and approaches focusing on management and leadership positively influenced participants’ competence level to improve the quality of services. Their confidence level (ref 1) and motivation to change practice increased, self-esteem improved, and they were more positive and enthusiastic in their work (ref 22). Third, some nurses were relieved that they had learned to better handle patients’ needs (ref 25). For example, a systematic work approach increased nurses’ awareness of the patients who were at risk of developing health problems (ref 26). And last, nurse leaders were more engaged with staff, encouraging them to adopt the new practices and recognizing their efforts to change (ref 8).

Perceived effects on organizational outcomes

Nine studies (29%) described the perceived effects of evidence-based leadership on organizational outcomes (see Additional file 9 for perceived effects of evidence-based leadership). These were categorized into three groups: use of resources, staff commitment, and team effort. First, more appropriate use of resources was reported (ref 15, ref 20), and working time was more efficiently used (ref 16). In generally, a structured approach made implementing change more manageable (ref 1). On the other hand, in the beginning of the change process, the feedback from nurses was unfavorable, and they experienced discomfort in the new work style (ref 29). New approaches were also perceived as time consuming (ref 3). Second, nurse leaders believed that fewer nursing staff than expected left the organization over the course of the study (ref 31). Third, the project helped staff in their efforts to make changes, and it validated the importance of working as a team (ref 7). Collaboration and support between the nurses increased (ref 26). On the other hand, new work style caused challenges in teamwork (ref 3).

Perceived effects on clinical outcomes

Five studies (16%) reported the perceived effects of evidence-based leadership on clinical outcomes (see Additional file 9 for perceived effects of evidence-based leadership), which were categorized in two groups: general patient outcomes and specific clinical outcomes. First, in general, the project assisted in connecting the guideline recommendations and patient outcomes (ref 7). The project was good for the patients in general, and especially to improve patient safety (ref 16). On the other hand, some nurses thought that the new working style did not work at all for patients (ref 28). Second, the new approach used assisted in optimizing patients’ clinical problems and person-centered care (ref 20). Bowel management, for example, received very good feedback (ref 30).

The measured effects of evidence-based leadership

The measured effects on nurses’ performance.

Data were obtained from 20 studies (65%) (see Additional file 10 for measured effects of evidence-based leadership) and categorized nurse performance outcomes for three groups: awareness and knowledge, engagement, and satisfaction. First, six studies (19%) measured the awareness and knowledge levels of participants. Internship for staff nurses was beneficial to help participants to understand the process for using evidence-based practice and to grow professionally, to stimulate for innovative thinking, to give knowledge needed to use evidence-based practice to answer clinical questions, and to make possible to complete an evidence-based practice project (ref 3). Regarding implementation program of evidence-based practice, those with formal EBP training showed an improvement in knowledge, attitude, confidence, awareness and application after intervention (ref 3, ref 11, ref 20, ref 23, ref 25). On the contrary, in other study, attitude towards EBP remained stable ( p  = 0.543). and those who applied EBP decreased although no significant differences over the years ( p  = 0.879) (ref 6).

Second, 10 studies (35%) described nurses’ engagement to new practices (ref 5, ref 6, ref 7, ref 10, ref 16, ref 17, ref 18, ref 21, ref 25, ref 27). 9 studies (29%) studies reported that there was an improvement of compliance level of participants (ref 6, ref 7, ref 10, ref 16, ref 17, ref 18, ref 21, ref 25, ref 27). On the contrary, in DeLeskey’s (ref 5) study, although improvement was found in post-operative nausea and vomiting’s (PONV) risk factors documented’ (2.5–63%), and ’risk factors communicated among anaesthesia and surgical staff’ (0–62%), the improvement did not achieve the goal. The reason was a limited improvement was analysed. It was noted that only those patients who had been seen by the pre-admission testing nurse had risk assessments completed. Appropriate treatment/prophylaxis increased from 69 to 77%, and from 30 to 49%; routine assessment for PONV/rescue treatment 97% and 100% was both at 100% following the project. The results were discussed with staff but further reasons for a lack of engagement in nursing care was not reported.

And third, six studies (19%) reported nurses’ satisfaction with project outcomes. The study results showed that using evidence in managerial decisions improved nurses’ satisfaction and attitudes toward their organization ( P  < 0.05) (ref 31). Nurses’ overall job satisfaction improved as well (ref 17). Nurses’ satisfaction with usability of the electronic charting system significantly improved after introduction of the intervention (ref 12). In handoff project in seven hospitals, improvement was reported in all satisfaction indicators used in the study although improvement level varied in different units (ref 28). In addition, positive changes were reported in nurses’ ability to autonomously perform their job (“How satisfied are you with the tools and resources available for you treat and prevent patient constipation?” (54%, n  = 17 vs. 92%, n  = 35, p  < 0.001) (ref 30).

The measured effects on organizational outcomes

Thirteen studies (42%) described the effects of a project on organizational outcomes (see Additional file 10 for measured effects of evidence-based leadership), which were categorized in two groups: staff compliance, and changes in practices. First, studies reported improved organizational outcomes due to staff better compliance in care (ref 4, ref 13, ref 17, ref 23, ref 27, ref 31). Second, changes in organization practices were also described (ref 11) like changes in patient documentation (ref 12, ref 21). Van Orne (ref 30) found a statistically significant reduction in the average rate of invasive medication administration between pre-intervention and post-intervention ( p  = 0.01). Salvador (ref 24) also reported an improvement in a proactive approach to mucositis prevention with an evidence-based oral care guide. On the contrary, concerns were also raised such as not enough time for new bedside report (ref 16) or a lack of improvement of assessment of diabetic ulcer (ref 8).

The measured effects on clinical outcomes

A variety of improvements in clinical outcomes were reported (see Additional file 10 for measured effects of evidence-based leadership): improvement in patient clinical status and satisfaction level. First, a variety of improvement in patient clinical status was reported. improvement in Incidence of CAUTI decreased 27.8% between 2015 and 2019 (ref 2) while a patient-centered quality improvement project reduced CAUTI rates to 0 (ref 10). A significant decrease in transmission rate of MRSA transmission was also reported (ref 27) and in other study incidences of CLABSIs dropped following of CHG bathing (ref 14). Further, it was possible to decrease patient nausea from 18 to 5% and vomiting to 0% (ref 5) while the percentage of patients who left the hospital without being seen was below 2% after the project (ref 17). In addition, a significant reduction in the prevalence of pressure ulcers was found (ref 26, ref 29) and a significant reduction of mucositis severity/distress was achieved (ref 24). Patient falls rate decreased (ref 15, ref 16, ref 19, ref 27).

Second, patient satisfaction level after project implementation improved (ref 28). The scale assessing healthcare providers by consumers showed improvement, but the changes were not statistically significant. Improvement in an emergency department leadership model and in methods of communication with patients improved patient satisfaction scores by 600% (ref 17). In addition, new evidence-based unit improved patient experiences about the unit although not all items improved significantly (ref 18).

Stakeholder involvement in the mixed-method review

To ensure stakeholders’ involvement in the review, the real-world relevance of our research [ 53 ], achieve a higher level of meaning in our review results, and gain new perspectives on our preliminary findings [ 50 ], a meeting with 11 stakeholders was organized. First, we asked if participants were aware of the concepts of evidence-based practice or evidence-based leadership. Responses revealed that participants were familiar with the concept of evidence-based practice, but the topic of evidence-based leadership was totally new. Examples of nurses and nurse leaders’ responses are as follows: “I have heard a concept of evidence-based practice but never a concept of evidence-based leadership.” Another participant described: “I have heard it [evidence-based leadership] but I do not understand what it means.”

Second, as stakeholder involvement is beneficial to the relevance and impact of health research [ 54 ], we asked how important evidence is to them in supporting decisions in health care services. One participant described as follows: “Using evidence in decisions is crucial to the wards and also to the entire hospital.” Third, we asked how the evidence-based approach is used in hospital settings. Participants expressed that literature is commonly used to solve clinical problems in patient care but not to solve leadership problems. “In [patient] medication and care, clinical guidelines are regularly used. However, I am aware only a few cases where evidence has been sought to solve leadership problems.”

And last, we asked what type of evidence is currently used to support nurse leaders’ decision making (e.g. scientific literature, organizational data, stakeholder views)? The participants were aware that different types of information were collected in their organization on a daily basis (e.g. patient satisfaction surveys). However, the information was seldom used to support decision making because nurse leaders did not know how to access this information. Even so, the participants agreed that the use of evidence from different sources was important in approaching any leadership or managerial problems in the organization. Participants also suggested that all nurse leaders should receive systematic training related to the topic; this could support the daily use of the evidence-based approach.

To our knowledge, this article represents the first mixed-methods systematic review to examine leadership problems, how evidence is used to solve these problems and what the perceived and measured effects of evidence-based leadership are on nurse leaders and their performance, organizational, and clinical outcomes. This review has two key findings. First, the available research data suggests that evidence-based leadership has potential in the healthcare context, not only to improve knowledge and skills among nurses, but also to improve organizational outcomes and the quality of patient care. Second, remarkably little published research was found to explore the effects of evidence-based leadership with an efficient trial design. We validated the preliminary results with nurse stakeholders, and confirmed that nursing staff, especially nurse leaders, were not familiar with the concept of evidence-based leadership, nor were they used to implementing evidence into their leadership decisions. Our data was based on many databases, and we screened a large number of studies. We also checked existing registers and databases and found no registered or ongoing similar reviews being conducted. Therefore, our results may not change in the near future.

We found that after identifying the leadership problems, 26 (84%) studies out of 31 used organizational data, 25 (81%) studies used scientific evidence from the literature, and 21 (68%) studies considered the views of stakeholders in attempting to understand specific leadership problems more deeply. However, only four studies critically appraised any of these findings. Considering previous critical statements of nurse leaders’ use of evidence in their decision making [ 14 , 30 , 31 , 34 , 55 ], our results are still quite promising.

Our results support a previous systematic review by Geert et al. [ 32 ], which concluded that it is possible to improve leaders’ individual-level outcomes, such as knowledge, motivation, skills, and behavior change using evidence-based approaches. Collins and Holton [ 23 ] particularly found that leadership training resulted in significant knowledge and skill improvements, although the effects varied widely across studies. In our study, evidence-based leadership was seen to enable changes in clinical practice, especially in patient care. On the other hand, we understand that not all efforts to changes were successful [ 56 , 57 , 58 ]. An evidence-based approach causes negative attitudes and feelings. Negative emotions in participants have also been reported due to changes, such as discomfort with a new working style [ 59 ]. Another study reported inconvenience in using a new intervention and its potential risks for patient confidentiality. Sometimes making changes is more time consuming than continuing with current practice [ 60 ]. These findings may partially explain why new interventions or program do not always fully achieve their goals. On the other hand, Dubose et al. [ 61 ] state that, if prepared with knowledge of resistance, nurse leaders could minimize the potential negative consequences and capitalize on a powerful impact of change adaptation.

We found that only six studies used a specific model or theory to understand the mechanism of change that could guide leadership practices. Participants’ reactions to new approaches may be an important factor in predicting how a new intervention will be implemented into clinical practice. Therefore, stronger effort should be put to better understanding the use of evidence, how participants’ reactions and emotions or practice changes could be predicted or supported using appropriate models or theories, and how using these models are linked with leadership outcomes. In this task, nurse leaders have an important role. At the same time, more responsibilities in developing health services have been put on the shoulders of nurse leaders who may already be suffering under pressure and increased burden at work. Working in a leadership position may also lead to role conflict. A study by Lalleman et al. [ 62 ] found that nurses were used to helping other people, often in ad hoc situations. The helping attitude of nurses combined with structured managerial role may cause dilemmas, which may lead to stress. Many nurse leaders opt to leave their positions less than 5 years [ 63 ].To better fulfill the requirements of health services in the future, the role of nurse leaders in evidence-based leadership needs to be developed further to avoid ethical and practical dilemmas in their leadership practices.

It is worth noting that the perceived and measured effects did not offer strong support to each other but rather opened a new venue to understand the evidence-based leadership. Specifically, the perceived effects did not support to measured effects (competence, ability to understand patients’ needs, use of resources, team effort, and specific clinical outcomes) while the measured effects could not support to perceived effects (nurse’s performance satisfaction, changes in practices, and clinical outcomes satisfaction). These findings may indicate that different outcomes appear if the effects of evidence-based leadership are looked at using different methodological approach. Future study is encouraged using well-designed study method including mixed-method study to examine the consistency between perceived and measured effects of evidence-based leadership in health care.

There is a potential in nursing to support change by demonstrating conceptual and operational commitment to research-based practices [ 64 ]. Nurse leaders are well positioned to influence and lead professional governance, quality improvement, service transformation, change and shared governance [ 65 ]. In this task, evidence-based leadership could be a key in solving deficiencies in the quality, safety of care [ 14 ] and inefficiencies in healthcare delivery [ 12 , 13 ]. As WHO has revealed, there are about 28 million nurses worldwide, and the demand of nurses will put nurse resources into the specific spotlight [ 1 ]. Indeed, evidence could be used to find solutions for how to solve economic deficits or other problems using leadership skills. This is important as, when nurses are able to show leadership and control in their own work, they are less likely to leave their jobs [ 66 ]. On the other hand, based on our discussions with stakeholders, nurse leaders are not used to using evidence in their own work. Further, evidence-based leadership is not possible if nurse leaders do not have access to a relevant, robust body of evidence, adequate funding, resources, and organizational support, and evidence-informed decision making may only offer short-term solutions [ 55 ]. We still believe that implementing evidence-based strategies into the work of nurse leaders may create opportunities to protect this critical workforce from burnout or leaving the field [ 67 ]. However, the role of the evidence-based approach for nurse leaders in solving these problems is still a key question.

Limitations

This study aimed to use a broad search strategy to ensure a comprehensive review but, nevertheless, limitations exist: we may have missed studies not included in the major international databases. To keep search results manageable, we did not use specific databases to systematically search grey literature although it is a rich source of evidence used in systematic reviews and meta-analysis [ 68 ]. We still included published conference abstract/proceedings, which appeared in our scientific databases. It has been stated that conference abstracts and proceedings with empirical study results make up a great part of studies cited in systematic reviews [ 69 ]. At the same time, a limited space reserved for published conference publications can lead to methodological issues reducing the validity of the review results [ 68 ]. We also found that the great number of studies were carried out in western countries, restricting the generalizability of the results outside of English language countries. The study interventions and outcomes were too different across studies to be meaningfully pooled using statistical methods. Thus, our narrative synthesis could hypothetically be biased. To increase transparency of the data and all decisions made, the data, its categorization and conclusions are based on original studies and presented in separate tables and can be found in Additional files. Regarding a methodological approach [ 34 ], we used a mixed methods systematic review, with the core intention of combining quantitative and qualitative data from primary studies. The aim was to create a breadth and depth of understanding that could confirm to or dispute evidence and ultimately answer the review question posed [ 34 , 70 ]. Although the method is gaining traction due to its usefulness and practicality, guidance in combining quantitative and qualitative data in mixed methods systematic reviews is still limited at the theoretical stage [ 40 ]. As an outcome, it could be argued that other methodologies, for example, an integrative review, could have been used in our review to combine diverse methodologies [ 71 ]. We still believe that the results of this mixed method review may have an added value when compared with previous systematic reviews concerning leadership and an evidence-based approach.

Our mixed methods review fills the gap regarding how nurse leaders themselves use evidence to guide their leadership role and what the measured and perceived impact of evidence-based leadership is in nursing. Although the scarcity of controlled studies on this topic is concerning, the available research data suggest that evidence-based leadership intervention can improve nurse performance, organizational outcomes, and patient outcomes. Leadership problems are also well recognized in healthcare settings. More knowledge and a deeper understanding of the role of nurse leaders, and how they can use evidence in their own managerial leadership decisions, is still needed. Despite the limited number of studies, we assume that this narrative synthesis can provide a good foundation for how to develop evidence-based leadership in the future.

Implications

Based on our review results, several implications can be recommended. First, the future of nursing success depends on knowledgeable, capable, and strong leaders. Therefore, nurse leaders worldwide need to be educated about the best ways to manage challenging situations in healthcare contexts using an evidence-based approach in their decisions. This recommendation was also proposed by nurses and nurse leaders during our discussion meeting with stakeholders.

Second, curriculums in educational organizations and on-the-job training for nurse leaders should be updated to support general understanding how to use evidence in leadership decisions. And third, patients and family members should be more involved in the evidence-based approach. It is therefore important that nurse leaders learn how patients’ and family members’ views as stakeholders are better considered as part of the evidence-based leadership approach.

Future studies should be prioritized as follows: establishment of clear parameters for what constitutes and measures evidence-based leadership; use of theories or models in research to inform mechanisms how to effectively change the practice; conducting robust effectiveness studies using trial designs to evaluate the impact of evidence-based leadership; studying the role of patient and family members in improving the quality of clinical care; and investigating the financial impact of the use of evidence-based leadership approach within respective healthcare systems.

Data availability

The authors obtained all data for this review from published manuscripts.

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Acknowledgements

We want to thank the funding bodies, the Finnish National Agency of Education, Asia Programme, the Department of Nursing Science at the University of Turku, and Xiangya School of Nursing at the Central South University. We also would like to thank the nurses and nurse leaders for their valuable opinions on the topic.

The work was supported by the Finnish National Agency of Education, Asia Programme (grant number 26/270/2020) and the University of Turku (internal fund 26003424). The funders had no role in the study design and will not have any role during its execution, analysis, interpretation of the data, decision to publish, or preparation of the manuscript.

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Study design: MV, XL. Literature search and study selection: MV, KH, TL, WC, XL. Quality assessment: YT, SH, XL. Data extraction: JC, MV, JV, WC, YT, SH, GL. Analysis and interpretation: MV, SH. Manuscript writing: MV. Critical revisions for important intellectual content: MV, XL. All authors read and approved the final manuscript.

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Differences between the original protocol

We modified criteria for the included studies: we included published conference abstracts/proceedings, which form a relatively broad knowledge base in scientific knowledge. We originally planned to conduct a survey with open-ended questions followed by a face-to-face meeting to discuss the preliminary results of the review. However, to avoid extra burden in nurses due to COVID-19, we decided to limit the validation process to the online discussion only.

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Välimäki, M., Hu, S., Lantta, T. et al. The impact of evidence-based nursing leadership in healthcare settings: a mixed methods systematic review. BMC Nurs 23 , 452 (2024). https://doi.org/10.1186/s12912-024-02096-4

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Mr. Baude is a professor of law at the University of Chicago Law School.

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Still, for most of the term, the court based its decisions on historical understandings. Perhaps most significant, it has imposed important limitations on the administrative state, sharply limiting the ability of agencies to impose regulatory fines without a jury and holding that courts, rather than agencies, will be in charge of deciding whether ambiguous laws forbid new agency initiatives. The court has also increased the power of cities to displace unhoused people from public spaces, curtailing an activist string of rulings from the Court of Appeals for the Ninth Circuit. In these cases, Justices Sonia Sotomayor and Elena Kagan dissented orally from the bench. Yet the same logic has led to some victories for the Biden administration, too.

The court rejected an important challenge to the Consumer Financial Protection Bureau’s appropriations structure in an originalist opinion by Justice Clarence Thomas, with an emphatic concurrence about the importance of history joined by the cross-ideological group of Justices Kagan, Sotomayor, Brett Kavanaugh and Amy Coney Barrett. The court upheld a federal gun control statute dealing with domestic violence by an 8-to-1 vote, with many justices thoughtfully discussing the role of history in shaping these cases.

In other high-profile cases, the court has insisted on enforcing the Constitution’s limits on judicial power, rejecting challenges brought by conservative activists because they lacked standing to bring those challenges into federal court. In doing so, the court showed that the doctrine of standing, which has often been used to curb lawsuits by environmentalists and consumer protection groups, can also be used to block right-wing lawsuits and is not just a shield for one cause or ideology.

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