NUR513 Module 4 Discussion Critiquing Quantitative and Qualitative Research Part II
NUR513 Module 4 Discussion Critiquing Quantitative and Qualitative Research Part II
NUR513 Module 4 Discussion Critiquing Quantitative and Qualitative Research Part II
EXCELSIOR NUR513 RESEARCH AND EVIDENCE-BASED PRACTICEModule 4 Discussion
DQ1 Critiquing Quantitative and Qualitative Research Part II
Graphic image of a detective with magnifying glass. (Ingram Publishing, n.d.).Critical feedback shared in good faith is inherently a constructive dialogue. A critique, a term that is both a noun and a verb, represents the systematical application of critical thought, a disciplined method of analysis, expressing of opinions, and rendering judgments.
? Kilroy J. Oldster, Dead Toad Scrolls
(Goodreads, n.d.c)
This activity will address the following module outcome:
MO 1: Analyze the methodology in quantitative and qualitative studies (EPSLO 2; SLO 5).
In this discussion, you will again critique a quantitativePreview the document [XLSX, file size 21 KB] and qualitativePreview the document [XLSX, file size 21 KB] research study using the provided score cards. Research Score Card exemplars on both quantitativePreview the document [DOCX, file size 25 KB] and qualitativePreview the document [DOCX, file size 25 KB] research are provided for guidance.
To give everyone in class an opportunity to critique both types of research, please follow the instructions below. The articles chosen for this discussion are listed below.
Vedana, K. G., Magrini, D. F., Miasso, A. I., Zanetti, A. G., de Souza, J., & Borges, T. L. (2017). Emergency nursing experiences in assisting people with suicidal behavior: A Grounded Theory study (Links to an external site.). Archives of Psychiatric Nursing, 31345-351. doi:10.1016/j.apnu.2017.04.003. Retrieved from http://www.sciencedirect.com.vlib.excelsior.edu/science/article/pii/S0883941716301984?
McCarthy, M. S., Elshaw, E. B., Szekely, B. M., & Hobbs, C. (2017). A randomized controlled trial of nurse coaching vs. herbal supplementation for weight reduction in soldiers. (Links to an external site.) Military Medicine, 182274-280. Retrieved from http://dx.doi.org.vlib.excelsior.edu/10.7205/MILMED-D-16-00237
If your last name begins with A-M:
Read the study by Vedana, et al. (2017). Select and complete the appropriate score card (discussion board) as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource.
Post a brief summary (1-2 paragraphs) of all components listed on the Research Score Card. Please entitle your initial discussion post: Critique of Vedana, et al. (2017).
NUR513 Module 4 Discussion Critiquing Quantitative and Qualitative Research Part II
Reflect on your current level of skill in appraising evidence.
1. Are you feeling more confident as the course progresses?
2. Was this article easier to critique now that you have more knowledge?
3. Or, was it harder to critique because you are aware of the complex components of research design?
Read the study by McCarthy, et al. (2017).
Reply to a minimum of two other classmates who have posted a Critique of Mc Carthy et al. (2017) for their initial discussion.
If your last name begins with N-Z:
Read the study by McCarthy, et al. (2017). Select and complete the Research Score Card (discussion board) as you review the study. Use Chapters 5 & 6 in Melnyk & Fineout-Overholt (2019) as a resource.
NUR513 Module 4 Discussion Critiquing Quantitative and Qualitative Research Part II
Post a brief summary (1-2 paragraphs) of all components listed on the Research Score Card. Please entitle your initial discussion post: Critique of Mc Carthy et al. (2017).
Reflect on your current level of skill in appraising evidence.
Are you feeling more confident as the course progresses?
Was this article easier to critique now that you have more knowledge?
Or, was it harder to critique because you are aware of the complex components of research design?
Read the study Vedana, et al. (2017).
Reply to a minimum of two other two other classmates who have posted a Critique of Vedana et al. (2017) for their initial discussion.
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click Reply. Then copy/paste the text into the message field, and click Post Reply.
To respond to a peer, click Reply beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
DQ2 Crafting a Research Proposal
Image of a nurse and elderly patient. (Science Photo Library, n.d.)The way to do research is to attack the facts at the point of greatest astonishment.
? Celia Green, author
(Goodreads.com, n.d.c)
This activity will address the following module outcome:
MO 4: Propose a tentative research proposal on a topic of interest. (EPSLO 6; SLO 3)
The purpose of this discussion is to envision yourself in the role of a novice researcher, and look at potentials for research opportunities in your practice environment. In this module, you have continued to explore methods of qualitative and quantitative research design and further refined your skills in the critical appraisal of existing research. Now, lets practice writing a research proposal that will generate new knowledge. This is a very brief, preliminary proposal, as you probably have not finished your literature review yet, and may not have encountered a gap in the evidence. Consider it a hypothetical exercise that may lead to a study in the future.
In your discussion posting,
NUR513 Module 4 Discussion Critiquing Quantitative and Qualitative Research Part II
State your research question. You approach can be qualitative or quantitative. Choose only one method.
If your study is quantitative, discuss:
Significance of the problem
A summary of current evidence you have gathered so far
A theoretical or conceptual framework that could guide the study
Hypothesis, independent, and dependent variable
An appropriate research design
Sample population
If your study is qualitative, discuss:
Purpose of the Study
A summary of current evidence you have gathered so far
A theoretical perspective
An appropriate research design
Significance of the study
Sample population
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click Reply. Then copy/paste the text into the message field, and click Post Reply.
To respond to a peer, click Reply beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.
You must proofread your paper. But do not strictly rely on your computers spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper in silence and then aloud before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at padding to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
