NURS 8200 Discussion 2: Coding of Qualitative Data

NURS 8200 Discussion 2: Coding of Qualitative Data

NURS 8200 Discussion 2: Coding of Qualitative Data

Coding of Qualitative Data

This paper uses framework approach (Smith & Firth, 2017) to analyse introduction posts of five of my classmates. In coding their posts, I selected three themes. The first theme was about their education background which included their achieved level of education. The second theme was about their work experience which included the number of years they have worked and the various positions they have worked in. The third and last theme was on their goals and passions which included why they were taking this class and what they plan for their future.

Education background

The students were from different regions i.e. United States and overseas. Some of the students had their nursing studies in various institutions before joining Walden University to further their studies. However, all the five students analysed were already graduates from Walden University and are back to complete their DNP.

Work experience

It was evident that the students analyzed had different level of experience. Some of them had worked for 8 years while others had practiced for more than 18 years. They had worked in different nursing fields often more than one area. One of the students had worked PRN as a float pool nurse and also as a PMHNP in Crisis Stabilization. Another student had worked in an inpatient psychiatric hospital and is currently working in two outpatient care centers for Addiction and other mental care for the Veterans and the homeless and the other office purely for people with moderate to severe mental disorders. In addition to this, they had 8 years experience working as a float nurse to every unit.

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The analysis showed there is a student who currently is a neurology nurse practitioner and has 16-years experience in various patient

NURS 8200 Discussion 2 Coding of Qualitative Data
NURS 8200 Discussion 2 Coding of Qualitative Data

care areas such as medical assistant, practical nurse, dialysis nurse, oncology nurse, critical care nurse, and neurology registered nurse. This experience was from two different health facilities. In addition, there was a student with 18-years experience as an RN and has worked in different departments but mainly focused on critical care, mostly Post Anaesthesia Care Unit (PACU) and Day Surgery.

Goals and passions

The surveyed students had different life goals and passions in relation to their career paths. One student whose passion is Psychiatry has the goal to work with his community to decrease the risk of Suicide and Substance Abuse in the Mental Health community. Another student has long-term goal to have their own practice with caring for Geriatrics in their homes. Through DNP, nurses gain more knowledge which empowers them to be equal to their other colleague in the field. Students have also realized the importance of keeping up with medical advances through continuing advanced degrees studies which helps them gain the ultimate step of the career ladder. Also, their love to learn and take every opportunity to grow, to expand their knowledge and to apply it in their nursing career has motivated them to take DNP. The student nurses believe that their personal, dedicated work ethic allows them greater opportunities to help others and contribute towards improving the quality of healthcare.


Research problems addressed by qualitative methods differ from those addressed by clinical epidemiology. Practitioners and patients’ attitudes, beliefs, and preferences was investigated through qualitative research thus promoting evidence-based practice (Pope, Ziebland, & Mays, 2020). This qualitative study allowed collection of personal information that could otherwise not be captured in quantitative study.


Pope C, Ziebland S, & Mays, N. (2020) Qualitative research in health care: analysing qualitative data. British Medical Journal. 320, 7227, 114-116.

Smith, J. & Firth, J. (2017). Qualitative data analysis: the framework approach. Nurse Research, 18(2), 52-62

Thank you for this post.  Analysis of qualitative data is often challenging and frustrating for most healthcare researchers. The findings and results do not emerge from the documents by themselves, but require deliberate work to identify the important elements that answers the research questions.  An important process here is called coding. As reflected in your post, the core operations of qualitative data coding involves examining critical components of a researcher’s empirical material and labeling them with short phrases that summarize their particular, coding seems to be an early form of data analysis since some conclusions can be drawn from the code data (Linneberg & Korsgaard , 2019). In addition to your insights, it is important to see the coding of qualitative data in two or more aspects. First, coding uses informant-centric or researcher centric with an aim of lifting the analysis to higher levels of abstraction. Here the coding process is important for creating an overview of exploration patterns and differences later in the data analysis cycle (Noyes, Booth, & Moore, 2019).


Linneberg , M., & Korsgaard , S. (2019). Coding qualitative data: a synthesis guiding the novice. Qualitative Research Journal, 259-270. doi:

Noyes, J., Booth, A., & Moore, G. (2019). Synthesising quantitative and qualitative evidence to inform guidelines on complex interventions: clarifying the purposes, designs and outlining some methods. BMJ global health. doi: