Discussion 1: Qualitative Research in Nursing Practice NURS 8200

Walden University Discussion 1: Qualitative Research in Nursing Practice NURS 8200-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University Discussion 1: Qualitative Research in Nursing Practice NURS 8200 assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Discussion 1: Qualitative Research in Nursing Practice NURS 8200

Whether one passes or fails an academic assignment such as the Walden University Discussion 1: Qualitative Research in Nursing Practice NURS 8200 depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Discussion 1: Qualitative Research in Nursing Practice NURS 8200

The introduction for the Walden University Discussion 1: Qualitative Research in Nursing Practice NURS 8200 is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Discussion 1: Qualitative Research in Nursing Practice NURS 8200

After the introduction, move into the main part of the Discussion 1: Qualitative Research in Nursing Practice NURS 8200 assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Discussion 1: Qualitative Research in Nursing Practice NURS 8200

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Discussion 1: Qualitative Research in Nursing Practice NURS 8200

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Discussion 1: Qualitative Research in Nursing Practice NURS 8200

Both quantitative and qualitative research approaches create useful knowledge for nursing practice. Quantitative data offers the empiric knowledge essential for practice, while qualitative evidence supports the personal and experiential knowledge important for practice (Broeder, & Donze, 2019). Nursing care practitioners can readily apply the results of qualitative research based on the participants’ words and stories. Qualitative research appeals to nurses because its techniques and conclusions frequently mirror the art of nursing practice, where it is paramount to understand the patient (Busetto, Wick, & Gumbinger, 2020).

In this paper, I reviewed the study by Gebhard and Mir (2021), “What Moves People Living with Dementia? Exploring Barriers and Motivators for Physical Activity Perceived by People Living with Dementia in Care Homes”. To solve this problem, the study seeks to answer: What is the influence of barriers and motivators on physical activity of people living with Dementia? The study used semi-structured interviews for data collection and analyzed the data using content analysis. The study was rigorous because it applied procedural model in developing inductive and deductive categories. It also ensured reliability by determining the Cohen’s value which was found to be high (Cohen’s κ = .94) suggesting reliability. The study found that interpersonal factors as well as living environment have a strong impact on patients.

This research paper could have improved its rigor by clearly establishing how the study sample was selected and why the selected design was used. Also, ethics in the research could have been provided and triangulation of data sources. In addition, the study could improve rigor through thorough and deliberate preparation, the use of meticulous and continuing reflexivity by the researcher, as well as through an honest exchange of information with audiences

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References

Broeder, J. & Donze, A. (2019). The Role of Qualitative Research in Evidence-Based Practice. Neonatal Network, 29(3), DOI:10.1891/0730-0832.29.3.197

Busetto, L., Wick, W. & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurol. Res. Pract. 2, 14. https://doi.org/10.1186/s42466-020-00059-z

Gebhard D, & Mir E. (2021). What Moves People Living With Dementia? Exploring Barriers and Motivators for Physical Activity Perceived by People Living with Dementia in Care Homes. Qualitative Health Research; 31(7):1319-1334.

RE: Discussion 1 – Week 10

COLLAPSE

Nice post-Axel, quantitative and qualitative research approaches have different levels of effectiveness. The quantitative method is recommended for nursing research because it offers the researcher a wealth of data that allows them to grasp a broader perspective of the study problem. I feel that both quantitative and qualitative research approaches are important and effective at providing useful information for nursing practice. You raise an excellent point about the need of determining the barriers to and imperatives for physical activity among dementia patients. I have noticed that most dementia patients in nursing homes rarely participate in physical exercises. As mentioned in the research, physical activities are rarely prioritized in the schedules of people living with dementia. It is crucial to address the problem. Furthermore, combining adequate physical exercise with a nutritious diet is the most effective approach to maintain a healthy lifestyle.

References:

Alice Lau WY, Lotus Shyu YI, Lin LC, Yang PS. Institutionalized elders with dementia: collaboration between family caregivers and nursing home staff in Taiwan. J Clin Nurs. 2008;17(4):482–90.

Gray, J.R., Grove, S.K., & Sutherland, S. (2021). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Saunders Elsevier

Qualitative research method uses words, stories, and narratives to explain in greater detail how and why. The major purposes of the qualitative research method include explaining the study method before the large-scale quantitative method could be employed, complementing other research methods, and analyzing data when other research methods could not be applied (Walden University, 2011).

On the other hand, quantitative research method deals with information in numerical form (Polit, 2010), which are subject to statistical analysis.

Rigor in research is to be clearly understood, in that it is the quality or state of being exactly accurate, strictly precise, careful, and thorough (Cypress, 2017). Rigor is essential in every research method in evidence-based practice. Choosing which of the research methods is inherently more rigorous, I would say, depends on the processes of answering the research question(s) being studied. In as much as quantitative research appears to be very rigorous dealing with numbers which can be enormous, however, qualitative research works to gather information until data saturation occurred (Van Aken & Taylor, 2010), notwithstanding the number of participants. Both require maintenance of an effective and transparent audit trail (Smith & Firth, 2011) to facilitate the rigor or exactness of the analyses and the credibility of the findings.

In my resource search, I came across this statement by Thomas and Magilvy (2011) “the term qualitative rigor itself is an oxymoron, considering that qualitative research is a journey of explanation and discovery that does not lend to stiff boundaries.” I agree with them. Qualitative research method is employed in health care for exploring the complexities of health and wellbeing, enhancing in-depth understanding of the patient experience (Smith & Firth, 2011); however, the qualitative research skills of perceptive observation, clinical reasoning, patient-centeredness, and exploration of patient experiences are daily being used by nurses in practice.

During these weeks of qualitative approach, I am learning to set aside my personal biases and convictions and listen to the participants or research subjects to understand their stories, narrations, experiences, and interpretations.

Article Summary

Burns, T., Stephens, M., & Fernandez, R. (2017). The experience of waiting for a kidney transplant: A qualitative study. Journal of Renal Care, 43(4), 247–255. https://doi-org.ezp.waldenulibrary.org/10.1111/jorc.12209

Burns et al. (2017) studied the experience lived by patients waiting to receive a kidney transplant and the recognized best renal replacement therapy option in terms of survival, cost, and health-related quality of life (HRQOL). The average wait time in this study is between 2.7 and 3.6 years. Dialysis, another renal replacement therapy option, can be overwhelmingly demanding to the patients and their families. The thought of getting a kidney from a deceased donor offers hope of becoming free from dialysis. Two focus groups of six participants participated in this study, and a semi-structured question guide was administered. Four themes were generated. Further, nine subthemes were developed to provide an account of what it is like and how it feels to wait for a kidney transplant from the view of the participants.

Data Collection

Data were collected using focus groups, a design that promotes collaboration and relationships among members to explore a topic and obtain an in-depth understanding that would not have been possible with individual interviews. This method supports qualitative research rigor in that participants in focus groups initiate and discuss topics as experts in their own experiences without being influenced by the questions directed by the researcher. Greenwood et al. (2014), as cited by Burns et al. (2017), stated that social interactions within focus groups motivate members lacking the self-confidence to participate in group discussions, facilitating opinion formation and creating shared perspectives.

Data Analysis

The data were analyzed in a manner that enhanced the credibility and authenticity of the data. Focus group discussions were audio-recorded and transcribed verbatim by a commercial transcription service. As a result, the study’s findings came directly from the experiences of the focus groups participants’ transcripts and not from pre-conceived perspectives of the researcher. This approach promotes rigor. Data were analyzed using a qualitative descriptive approach, recordings and transcripts were examined repeatedly and coded afterward. Links and relationships between concepts within data were observed. The data collection and analysis methods used in this study Burn et al. (2017) recognized have been employed in similar studies relating to the experiences of a group of people with a similar clinical experience.

References

Bradley, E. H., Curry, L. A., & Devers, K. J. (2007). Qualitative data analysis for health services research: developing taxonomy, themes, and theory. Health Services Research, 42(4), 1758–1772. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1475-6773.2006.00684.x

Cypress, B.S. (2017). Rigor or reliability and validity in qualitative research: Perspectives, strategies, reconceptualization, and recommendations. Dimensions of Critical Care Nursing, 36(4), 253-263. https://doi: 10.1097/DCC.0000000000000253

Polit, D. F. (2010). Statistics and data analysis for nursing research (2nd ed). Pearson Education Inc.

Smith, J., & Firth, J. (2011). Qualitative data analysis: The framework approach. Nurse Researcher, 18(2), 52-62. https://ezp.waldenulibrary.org/login?

Thomas, E., & Magilvy, J. K. (2011). Qualitative rigor or research validity in qualitative research. Journal for Specialists in Pediatric Nursing, 16(2), 151–155. https://doi.org/10.1111/j.1744-6155.2011.00283.x

Van Aken, R., & Taylor, B. (2010). Emerging from depression: The experiential process of Healing Touch explored through grounded theory and case study. Complementary Therapies in Clinical Practice,16 (3),132-137. https://doi.org/10.1016/j.ctcp.2009.11.001.

Walden University. (2011). Research methods for evidence-based practice: Qualitative research [Video]. Walden University Blackboard. https://class.content.laureate.net/5bb1fde970c90b86b723839b867344ee.html