NR701 Application of Analytic Methods
Week 5
assignment
Critique of Quantitative and Qualitative Research Articles
Purpose
The student will compare quantitative and qualitative
research articles to determine how theory and research are linked, and how they
are utilized for nursing science.
Course Outcomes
This assignment enables the student to meet the following
course outcomes:
CO 4: Compare and contrast the difference and similarities
with selected characteristics of quantitative research designs. (PO#3)
CO 5: Evaluate appropriateness of qualitative research
design for a specific clinical practice question. (PO#3)
CO 6: Evaluate appropriateness of quantitative research
design for a specific clinical practice question. (PO#3)
For this assignment you must use the two assigned articles
(please refer to the guidelines for the names of the articles you are required
to use).
Your assignment is due by Sunday, end of week, by 11:59 p.m.
(MT). The worksheet and guidelines and grading rubric are located below as well
as in the Course Resources module.
REQUIREMENTS
1. Review
the three categories below (highlighted), which include one quantitative and
one qualitative article. Select one category you are most interested in and use
the assigned articles under that category to complete your assignment.
Note the articles below may be found within the CCN library
by clicking on the links below each article.
If you need further instructions/help, visit the “Need Help”
or the “Ask a Librarian” sections of the library page associated with NR-701
Application of Analytic Methods”.
Category 1: Pressure Ulcers
Coyer, F., Gardner, A., Doubrovsky, A., Cole, R., Ryan, F.,
Allen, C., & McNamara, G. (2015). Reducing pressure ulcer injuries in
critically ill patients by using a patient skin integrity care bundle
(InSPiRE). American Journal of Critical Care, 24(3), 199-209.
http://dx.doi.org/10.4037/ajcc2015930
Roberts, S., McInnes, E., Wallis, M., Bucknall, T., Banks,
M., &Chaboyer, W. (2016). Nurses’ perceptions of a pressure ulcer
prevention care bundle: A qualitative descriptive study. BMC Nursing, 15, 1-10.
doi:10.1186/s12912-016-0188-9
Category 2: Compassion Fatigue
Berg, G., Harshbarger, J., Ahlers-Schmidt, C.,
&Lippoldt, D. (2016, January-February). Exposing compassion fatigue and
burnout syndrome in a trauma team: A qualitative study. Journal of Trauma
Nursing, 23(1), 3-10. doi:10.1097/JTN.0000000000000172
Kelly, L., &Lefton, C. (2017, November). Effect of
meaningful recognition on critical care nurses’ compassion fatigue. American
Journal of Critical Care, 26(6), 438-444. https://doi.org/10.4037/ajcc2017471
Category 3: End- of-Life Care
Holms, N., Milligan, S., &Kydd, A. (2014). A study of
the lived experiences of registered nurses who have provided end-of-life care
within an intensive care unit. International Journal of Palliative Nursing,
20(11), 549-556. doi:10.12968/ijpn.2014.20.11.549
Potash, J., HY Ho, A., Chan, F., Wang, X., & Cheng, C.
(2014). Can art therapy reduce death anxiety and burnout in end-of-life care
workers? A quasi-experimental study. International Journal of Palliative
Nursing, 20(5), 233-240. doi:10.12968/ijpn.2014.20.5.233
2. Submit a
4-6 page APA-formatted paper (note a template for this assignment can be found
in Course Resources):
a. Include
an Introduction section entitled, Critique of Quantitative and Qualitative
Articles (centered, not bolded), that indicates the purpose of your paper
b. Compare
and contrast the articles with respect to (headings should be centered and
bolded):
1. Research
Design
2. Research
Question(s)
3. Sampling
Process and Sample Size
4. Methods
for Data Analysis
5. Adhering
to Ethical Standards
6. Reliability
and Validity (Rigor)
7. Generalizability
and Transferability of Findings
c. Summarization
(centered and bolded); share your own thoughts regarding the usefulness and
value of quantitative vs. qualitative research. Provide a rationale for your opinions
and explain how each research methodology can be used to support a change in
practice. Be sure to avoid the use of
1st person terminology by referring to yourself as the DNP student or the DNP
learner, etc.