Archive for month: July, 2020

Discussion: Theory, Research, and Evidence-Based Practice

As they explore the world around them, young children often want to know the “why” and “how” of the things they observe. This is similar to what researchers do when they approach a new problem. Researchers develop new theories or build on old ones to explain the “why” of the world around them. They use models and conceptual frameworks to help explain “how” the processes and events they observe occur. Together, theories and models provide an understanding of the world and allow researchers to explore it in meaningful ways.

Virtually all research questions can benefit from the use of an existing theory or model. Researchers should consider their research questions and select the most suitable theory or model, which then serves as a foundation for the research design. The selection of a theory or model is an important part of the research process.

In this Discussion, you focus on the role of theory and models in research and evidence-based practice.

To prepare:

• Review the information in Chapter 6 of the course text. Focus on the various conceptual theories and models that are currently used in nursing research.
• Select one of the theories or models described that is of interest to you.
• Using the Walden Library, search for and identify a research article that uses the theory or model you selected.
• Reflect on how the theory or model provides structure to the research study described in the article.
• Now, think about an issue in your practice area that you would be interested in exploring through research.
• Review this week’s media presentation and consider strategies for locating and identifying a relevant theory or model for a research study.

By Day 3

Post a summary of the article that you located and explain how the theory or model that you selected was used in the research study. Assess the value of basing research on an established theory or model.

APA format 3 pages in lenght 5 references 3 from Walden U Library

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

• Ask a probing question, substantiated with additional background information, and evidence.
• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
• Offer and support an alternative perspective using readings from the classroom or from your own review of the literature in the Walden Library.

For this Discussion, initial responses must be at least 300 words, and should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics. Make two or more responses to classmates that are thoughtful and advance the discussion.

During this unit, you will discuss the following three questions:

1. Give examples of error reduction strategies.
2. What will be the shift in the role of information system personnel, such as the health information staff and the information systems staff, in the continuous quality improvement area?

Discussion: Qualitative Research Designs

For the past 2 weeks, you have focused on the features and considerations of quantitative research designs. However, quantitative designs are not appropriate for all research questions. Perhaps you are concerned with how patients react when confronted with negative test results, or you wish to study how views on a certain health topic change over time. In each of these cases, the emphasis is more on understanding the thinking and experiences of an individual or group than on numerical measurements. For these types of questions, a qualitative or mixed methods research design is the most appropriate.

For this Discussion, you focus on the different types of qualitative research designs, when they are used, and why they are important.

To prepare:

Reflect on the comments made by Dr. Mauk in this week’s media presentation on the value of qualitative research in nursing.

Locate the journal Qualitative Health Research in the Sage Premier database in the Walden Library.

From this journal, select an article of interest to you that was published within the last 3 years.

Review the information on different qualitative research designs in Chapter 21 of your course text.

Determine what qualitative research design was used in your selected article and evaluate whether it was the best choice.

Consider ethical issues involved in the study and how the researchers addressed them.

Think about how using a quantitative design would have affected the type of data gathered.

Post an APA citation for the article that you selected and provide a brief summary of the content and the qualitative research design used. Evaluate the appropriateness of the design, and explain how ethical issues in the study were addressed. Analyze how the study would have been different if a quantitative design had been used.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, and evidence.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 21, “Qualitative Research Design and Approaches” 

This chapter introduces qualitative research designs. It provides an overview of the different types of qualitative research and then describes each one in greater detail, outlining how and when they should be used.

Houghton, C. E., Casey, D., Shaw, D., & Murphy, K. (2010). Ethical challenges in qualitative research: Examples from practice. Nurse Researcher, 18(1), 15–25.

Retrieved from the Walden Library databases.

This article explores ethical challenges associated with qualitative research. Specifically, the authors examine the challenges of informed consent procedures, the researcher-participant relationship, risk-benefit ratio, confidentiality, and the dual role of the nurse-researcher.

Pringle, J., Hendry, C., & McLafferty, E. (2011). Phenomenological approaches: Challenges and choices. Nurse Researcher, 18(2), 7–18.

Retrieved from the Walden Library databases.

This article examines the dilemmas faced by a researcher looking for appropriate methods and approaches for investigating the experiences of stroke survivors. In addition, this article reviews the challenges of using phenomenology as a research method.

Ryan-Nicholls, K. D., & Will, C. I. (2009). Rigour in qualitative research: Mechanisms for control. Nurse Researcher, 16(3), 70–85.

Retrieved from the Walden Library databases.

The authors of this article provide recommendations for improving the control mechanisms of methodological rigor in qualitative research methods. The text establishes the basis of criticism on the rigor of qualitative work, ways of demonstrating methodological rigor, and the definition of rigor.

Smith, J., Bekker, H., & Cheater, F. (2011). Theoretical versus pragmatic design in qualitative research. Nurse Researcher, 18(2), 39–51.

Retrieved from the Walden Library databases.

This article assesses the benefits of using a generic qualitative approach to design studies for understanding user and caregiver perspectives. The authors assess these benefits in the context of a qualitative study that focused on parents’ experience of living with children with hydrocephalus.

Walker, W. (2011). Hermeneutic inquiry: Insights into the process of interviewing. Nurse Researcher, 18(2), 19–27.

Retrieved from the Walden Library databases.

This article examines the process of interviewing from a research perspective. The authors supply personal and theoretical insights into using the research interview, along with a guide to the practicalities of interviewing.

Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207.

Retrieved from the Walden Library databases.

This article highlights the importance of qualitative evidence to mental health clinicians. The author stresses that critically appraising evidence is crucial to the EBP process and provides guidelines for appraisal.

Wuest, J. (2011). Are we there yet? Positioning qualitative research differently. Qualitative Health Research, 21(7), 875–883.

Retrieved from the Walden Library databases.

This article focuses on the shifting role of qualitative research in the past two decades. The author discusses the merits and detriments of concrete distinctions, the hurdles of flexibility and convergence, and the need to develop a complete research toolbox for improving health.

Media

Laureate Education (Producer). (2012l). Qualitative and mixed methods research designs. Baltimore, MD: Author.

Note: The approximate length of this media piece is 8 minutes.

This video features Dr. Kristen Mauk’s overview of how she applied qualitative research designs and methods to her doctoral dissertation work. Dr. Mauk explains the advantages of qualitative research as well as strategies for increasing credibility when conducting qualitative or mixed methods research.