NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 7 (Grading Rubic and Media Attached)
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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.
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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.
NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 7 (Grading Rubic and Media Attached)
Discussion Rubric Levels of Achievement Criteria Outstanding Performance Excellent Performance Competent Performance Room for Improvement Poor Performance Content-Main Posting 30 to 30 points -Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references 27 to 29 points -Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references 24 to 26 points Main posting meets expectations. All criteria are addressed with 50% containing good breadth and depth. 21 to 23 points Main posting addresses most of the criteria. One to two criterion are not addressed or superficially addressed. 0 to 20 points Main posting does not address all of criteria, superficially addresses criteria. Two or more criteria are not addressed. Course Requirements and Attendance 20 to 20 points -Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion. 18 to 19 points -Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion. 16 to 17 points Responds to a minimum of two colleagues’ posts, are reflective, and ask questions that extend the discussion. One post is justified by a credible source. 14 to 15 points Responds to less than two colleagues’ posts. Posts are on topic, may have some depth, or questions. May extend the discussion. No credible sources are cited 0 to 13 points Responds to less than two colleagues’ posts. Posts may not be on topic, lack depth, do not pose questions that extend the discussion Scholarly Writing Quality 30 to 30 points -The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. ***The use of scholarly sources or real life experiences needs to be included to deepen the discussion and earn points in reply to fellow students. 27 to 29 points -The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. 24 to 26 points -The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with a minimum of two current credible references that adhere to the correct format per the APA Manual 6th Edition. Contains one to two spelling or grammatical errors. 21 to 23 points -The main posting is not clearly addressing the discussion criteria and is not written concisely. The main posting is cited with less than two credible references that may lack credibility and/or do not adhere to the correct format per the APA Manual 6th Edition. Contains more than two spelling or grammatical errors. 0 to 20 points -The main posting is disorganized and has one reference that may lack credibility and does not adhere to the correct format per the APA Manual 6th Edition or has zero credible references. Contains more than two spelling or grammatical errors. Professional CommunicationEffectiveness 20 to 20 points -Communication is professional and respectful to colleagues and response to faculty questions are answered if posed. Provides clear, concise opinions and ideas effectively written in Standard Edited English -Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic. 18 to 19 points -Communication is professional and respectful to colleagues. -Provides clear, concise opinions and ideas effectively written in Standard Edited English -Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic . -Responses are cited with at least one credible reference per post and a probing question that extends the discussion. Adheres to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors. 16 to 17 points -Communication is professional and respectful to colleagues. Provides clear, concise opinions and ideas effectively written in Standard Edited English. -Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic. -Responses are cited with at least one credible and/or contain probing questions that extends the discussion. Adheres to the correct format per the APA Manual 6th Edition. May have one to two spelling or grammatical errors. 14 to 15 points -Communication is professional and respectful to colleagues. Provides opinions that may not be concise or ideas not effectively written in Standard Edited English. -Responses posted in the discussion may lack effective professional communication that does not extend the discussion, leads to an exchange of ideas and/or not focused on the weekly discussion topic. -Responses are not cited and/or do not contain a probing question. May not adhere to the correct format per the APA Manual 6th Edition. May have more than two spelling or grammatical errors. 0 to 13 points -Communication may lack professional tone or be disrespectful to colleagues. Provides opinions that may not be concise or ideas not effectively written in Standard Edited English -Responses posted in the discussion lack effective professional communication through discussion that does not extend the discussion, do not lead to an exchange of ideas and/or not focused on the weekly discussion topic. -Responses are not cited and do not contain a probing question. May not adhere to the correct format per the APA Manual 6th Edition. May have multiple spelling or grammatical errors. Timely Submission 0 to 0 points All criteria met: Initial post submitted on time. Response to two peer initial posts. Response on 3 separate days. -5 to 0 points 5 points deducted for responding to less than two peers or 5 points deducted for responding less than three days -10 to -5 points 5 points deducted for responding to less than two peers and 5 points deducted for responding less than three days -10 to -10 points 10 points deducted for Initial post submitted late -20 to -15 points Initial post submitted late and 5 points deducted for responding to less than two peers and/ or 5 points deducted for responding less than three days
