Likewise, the paper did not explicitly state the problem, but with clear defined focus and a well argued urgency and necessity for the study, apparently, the problem centers on the effectiveness of mutual goal setting (MGS) and supportive-educative (SE) nursing interventions in improving the mental health (MH) and quality of life (QOL) of individuals with heart failure (HF) – a very relevant study specifically for nursing, since among health workers, nurses are tasked to monitor health conditions of patients. With the study addressing a clinical problem that is experimental in nature, quantitative approach has been appropriate. The stated hypotheses: “That by (1) educating HF patients about their disease and supporting them in self-care management behaviors and (2) enhancing their sense of control through MGS, they will experience significant improvements in their MH and QOL” (Scott, Setter-Kline, & Britton, 2004, p. 249) have clearly specified the key variables and the study population as consistently illustrated in the conceptual framework and as supported by a brief yet cohesive review of literature both in theories and related studies.
Observably, the literature review, which references are good combination of old(1990-1998) and current (1999-2004) books (3-1), journals (4-7), and government materials (3-1), although brief has provided sufficient theoretical: “… worry, depression, and loss of control may contribute to feelings of powerlessness among individuals receiving treatment for advance HF” (Scott, 2000, cited in Ibid, p. 249), and practical: “the use of SE nursing intervention improved self-care behaviors and decreased symptom frequency and distress, yet only limited improvements in QOL were identified” (Jaarsma et al., 2000, cited in Ibid), support to the study. However, studies cited here were not critiqued maybe due to the