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NURS 8201 Week 10 Assignment 3: Qualitative Research Approaches to Support Nursing Practice

NURS 8201 Week 10 Assignment 3: Qualitative Research Approaches to Support Nursing Practice

NURS 8201 Week 10 Assignment 3: Qualitative Research Approaches to Support Nursing Practice

The application of qualitative research in projects has been viewed with suspicions from the supports of quantitative research. Despite the two often being juxtaposed, the supporters of the former believe that the samples used in qualitative research is small and the authors of such studies are often biased (Chafe, 2017). However, studies have revealed that qualitative research possess immeasurable value regarding its application in several research project. Indeed, qualitative studies have a rich tradition in the study of type 2 diabetes in the minority populations. The general aim of qualitative studies in type 2 diabetes in minority populations entails the study of concepts that help us to understand behavioral dispositions, in any way possible, in natural settings as opposed to experimental settings. Qualitative studies will reveal the essence of certain modes of lifestyle vis-à-vis the prevalence of type 2 diabetes say in African-Americans.

The 2010 IOM report had four key messages or recommendations for nurses to position themselves strategically in healthcare provision. Firstly, the report stresses the need for nurses to practice to the fullest level of their education and training without any hindrances imposed by state boards of nursing. The message influences nursing practice as it means that nurses should be barred from practicing what they have trained on in different specialties (Price & Reichert, 2018). Secondly, the report asserted that nurses should engage in lifelong learning to acquire higher levels of education and training based on a better education system. The message means that the nursing practice requires professional nurses to engage in continual professional development to attain the latest skills and knowledge in healthcare provision, especially the deployment of technology.

Indeed, researchers have increasingly come to realize that the application of qualitative research methods such as observations, focus groups, interviews, case studies and consensus methods among others may help with the exploration of complex phenomena. To this end, qualitative research forms valuable additions to the methodological armory available to clinical researchers when it comes to issues such as examining type 2 diabetes interventions in minority populations. In using the qualitative research methodology to address the clinical issue of interest that will form the present course, the researchers will seek to answer the question “what” will happen if African-Americans will reduce their caloric intake and also adopt a more active lifestyle (Smith, 2018). Indeed, qualitative study will seek to reveal the ongoing in the African-American populations vis-à-vis the type 2 diabetes by describing and consequently interpreting the phenomena. Therefore, qualitative study will have innumerable value to the present clinical area of interest.

References

Chafe, R. (2017). The value of qualitative description in health services and policy research. Healthcare Policy, 12(3), 12.

Smith, B. (2018). Generalizability in qualitative research: Misunderstandings, opportunities and recommendations for the sport and exercise sciences. Qualitative research in sport, exercise and health, 10(1), 137-149.

Assignment 3: Qualitative Research Approaches to Support Nursing Practice

When researchers want to increase group interaction, they may utilize a focus group in a qualitative research project. “Focus groups, or group interviews, are made up of like people to foster interaction among the participants” (Gray & Grove, 2020). These interactions cannot be analyzed in a standard one-on-one interview, but researchers can investigate perceptions, attitudes, and group positioning in a group context.

Consider a study on why women report receiving poor treatment from medical professionals compared to males. A focus group may elicit more extensive and sophisticated comments than a standard interview, particularly if the women in the group all report similar experiences in their care. Individuals may be able to find a connection in meaning to share an experience in a focus group setting that would be missed in another format.

For this Assignment, explore the use of focus groups in qualitative research. Consider the effectiveness of the method and examine how this approach might lend itself to a mixed method of study.

Reference: Gray, J. R., & Grove, S. K. (2020). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.

To Prepare:

  • Review the Learning Resources for this week and reflect on the use of focus groups and interviews in qualitative research designs.
  • Select a topic or issue in nursing practice to focus on for this Discussion.
  • Consider which type of qualitative research design, focus groups or interviews, might be most appropriate for the topic or issue in nursing practice and why. How will this type of qualitative research design support the aims of addressing the topic or issue for nursing practice?

The Assignment: (1–2 pages)

  • Describe the topic or issue in nursing practice that you selected and explain why.
  • Explain which qualitative research design approach that you selected to address this topic or issue and describe the method you chose. Be specific.
  • Justify why this qualitative research design approach would be best suited for this topic or issue and explain how this approach will better inform improvements for nursing practice for the topic or issue that you selected. Be specific and provide examples.
  • Explain why it is important for the DNP-prepared nurse to understand qualitative research approaches for nursing practice.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

NURS 8201 Week 10 Assignment 3: Qualitative Research Approaches to Support Nursing Practice

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Also Read:  NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice

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Week 10 Assignment 3

 

Childhood obesity is one of the issues that parents, researchers, and health care institutions have been facing for the longest time in history. The increase in the rate of childhood obesity in the recent past has been calling for more stringent measures that can aid in curbing the menace among children. The qualitative research approach to the topic has been giving essential insights that would assist in finding data that can lead to the practical solution of the problem among children (Quinn & Fantasia, 2018). The purpose of this paper is to address the significance of focus groups in the qualitative research approach to childhood obesity.

Childhood obesity is a multifaceted problem that keeps on changing with time. This variation implies that empirical studies done by authors in the last five or ten years cannot be effective in solving the current problem of childhood obesity (Quinn & Fantasia, 2018). The nature of the problem calls for new research studies that would use the current data in examining the problem in real-time. Therefore, conducting focus group discussions with parents of obese children would be important in developing a new line of practice that solves the current problem.

A Focus group is a qualitative research approach with ten or fewer individuals who converge in a room to discuss an issue. The groups aim at finding out different attitudes, responses, and experiences about the topic of discussion. The group can either react or discuss various survey questions to share their opinions (Maddison & Strang, 2018). The deep insights provided by the participants through their body language also play an important role in examining the problem. These groups act as a rich source of information based on the experience and the current feeling and what they might be undergoing concerning childhood obesity.

Focus group discussion would be effective in analyzing the topic. The focus groups consist of participants with similar traits. The group encourages each participant to talk and discuss the topic effectively (Glerean et al., 2019). The evaluation of the interaction between the participants is effective through a group setting as compared to the traditional one-on-one interview with the participants. Applying the focus group design in collecting data on childhood obesity would give more detailed and complex responses that researchers cannot achieve through the traditional interview method.

The focus group design allows participants to connect the meaning of sharing information and experiences that might be missed using a different design. This approach would allow the research to examine the respondents’ feelings and the journey that many parents have been going through to maintain their children’s health. Besides, the focus groups would as well aid the researcher in collecting data on the current behaviors of parents that might have been leading to childhood obesity (Glerean et al., 2019). The data collected from this design would be important in developing a practice that parents could adopt in examining their children’s diet and reducing their risks of becoming obese.

DNP nurses need to understand the qualitative research approach for nursing practice as it forms one of the reaches sources of health information in health care. The information provided by the participants in a discussion allows the nurses to understand the perception of the participants on the topic and examine various causes of the issue discussed (Maddison & Strang, 2018). The need for improvement and practices to solve a nursing problem stems from the quality of data collected from the respondents.

Conclusion

The qualitative research approach is effective in examining the attitudes and feelings of the respondents on the topic of discussion. The focus groups allow the researchers to analyze each participant’s attitude on the problem and record their opinions on the measures they have been taking to solve the problem in the past. Therefore, focus group discussion allows researchers to to collect quality information that aids in a study.

 

 

References

Glerean, N., Hupli, M., Talman, K., & Haavisto, E. (2019). Perception of nursing profession–focus group interview among applicants to nursing education. Scandinavian journal of caring sciences33(2), 390-399. https://doi.org/10.1111/scs.12635

Maddison, C., & Strang, G. (2018). Do action learning sets facilitate collaborative, deliberative learning?: a focus group evaluation of graduate entry pre-registration nursing (GEN) students’ experience. Nurse education in practice28, 285-291. https://doi.org/10.1016/j.nepr.2017.10.023

Quinn, B. L., & Fantasia, H. C. (2018). Forming focus groups for pediatric pain research in nursing: a review of methods. Pain Management Nursing19(3), 303-312. https://doi.org/10.1016/j.pmn.2017.07.002

 

Research forms an integral part of nursing and patient care. Through research, it is possible to come up with appropriate nursing interventions focused on improving patient outcomes. While both qualitative and quantitative research approaches are key to supporting nursing practice. Each has distinct roles to play. Therefore, the purpose of this assignment is to explore the type of quality research approach which can be used to address a chosen nursing practice issue.

The Selected Issue

The selected issue is opioid addiction. The increasing number of opioid abuse cases among millennials is an issue that has attracted the attention of the US government and other non-governmental agencies. These effects have resulted in teaming up of the communities, government agencies, and healthcare systems to reverse the epidemic of opioid overdose and address the opioid crisis (Khan & Mehan, 2021). Directing all resources into treating opioid addiction has been futile as the cases are sore daily. Therefore, there is an urgent need to develop preventive measures to address the issues. As a result, the qualitative research approach to the topic has been giving essential insights that would assist in finding data that can lead to the practical solution to the problem among opioid addicts (Chandler et al., 2020).

Qualitative Research Design Approach

Qualitative research is important in educational research because it addresses the question of “how.” Again, it enables the researcher to develop a deeper understanding of content, phenomena, and experiences. The design allows the researcher to gather rich information from the responses on their lived experiences on the topic of study (Hustad et al., 2019). The design relies on the information provided by the informants as they would describe their feeling and understanding of the topic under investigation.

A focus group is a qualitative research approach with a maximum of eight respondents who converge in a room to discuss an issue. The groups aim to discover different attitudes, responses, and experiences about opioid addiction. One of the main roles of the group is to address various survey questions and share their opinions on effective ways of addressing the problem (Baillie, 2019). The deep insights provided by the participants through their body language also play an important role in examining the problem. These groups act as a rich source of information based on their experience, their current feelings, and what they might be undergoing concerning opioid abuse.

Justification

Focus group discussion would effectively analyze opioid abuse among the selected group. The selected approach of the focus group consists of participants with similar traits. Again, they have experience with the topic. The group encourages each participant to talk and discuss the topic effectively (Doyle et al., 2020). The evaluation of the participants’ interaction is effective in a group setting compared to the traditional one-on-one interview with the participants. Applying the focus group design in collecting data on opioid addiction would give more detailed and complex responses that researchers cannot achieve through the traditional interview method.

On the other hand, focus group design allows participants to form a team that thrives on effectively sharing information and experiences that might be missed using a different design. This approach allows any nurse researcher to examine the respondents’ feelings and the journey many patients face when dealing with opioid addiction. Besides, the focus groups would also aid the researcher in collecting data on the current behaviors of millennials that might have been leading to more cases of opioid abuse (Baillie, 2019). The data collected from this design would be important in developing a practice nurses could adopt to examine their opioid addicts.

Importance to DNP-nurse

DNP nurses need to understand the qualitative research approach for nursing practice as it forms one of the reaches sources of health information in health care. The information provided by the participants in a discussion allows the nurses to understand the participants’ perception of the topic and examine various causes of the issue discussed (Hustad et al., 2019). The need for improvement and practices to solve a nursing problem stems from the quality of data collected from the respondents.

Conclusion

Understanding the feelings and attitudes of respondents on a healthcare problem is effective through the focus group design. This qualitative research approach effectively gains the correct data on the topic. The focus groups allow the researchers to analyze each participant’s attitude toward the problem. Therefore, focus group discussion allows researchers to collect quality information that aids a study.

 

 

References

Baillie, L. (2019). Exchanging focus groups for individual interviews when collecting qualitative data. doi: 10.7748/nr.2019.e1633

Chandler, R. K., Villani, J., Clarke, T., McCance-Katz, E. F., & Volkow, N. D. (2020). Addressing opioid overdose deaths: the vision for the HEALing communities study. Drug and Alcohol Dependence217, 108329. https://doi.org/10.1016/j.drugalcdep.2020.108329

Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing25(5), 443-455. https://doi.org/10.1177/1744987119880234

Hustad, J., Johannesen, B., Fossum, M., & Hovland, O. J. (2019). Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study. BMC nursing18, 1-8. https://doi.org/10.1186/s12912-019-0376-5

Khan, F., & Mehan, A. (2021). Addressing opioid tolerance and opioid‐induced hypersensitivity: Recent developments and future therapeutic strategies. Pharmacology Research & Perspectives9(3), e00789. https://doi.org/10.1002/prp2.789

 

Name: NURS_8201_Week10_Assignment3_Rubric

  Excellent Good Fair Poor
Describe the topic or issue in nursing practice that you selected and explain why. 18 (18%) – 20 (20%)

The response comprehensively and clearly describes in detail the selected topic or issue in nursing practice.

The response includes relevant, specific, and appropriate examples that fully support the selection of the topic or issue.

16 (16%) – 17 (17%)

The response clearly describes the selected topic or issue in nursing practice.

The response includes relevant, specific, and accurate examples that support the selection of the topic or issue.

14 (14%) – 15 (15%)

The response inaccurately or vaguely describes the selected topic or issue in nursing practice.

The response includes inaccurate and irrelevant examples that may support the selection of the topic or issue.

0 (0%) – 13 (13%)

The response inaccurately and vaguely describes the selected topic or issue in nursing practice, or it is missing.

The response includes inaccurate and vague examples that do not support selection of the topic or issue, or it is missing.

Explain which qualitative research design approach you selected to address this topic or issue and describe the method that you chose. Be specific. 18 (18%) – 20 (20%)

The response comprehensively and clearly explains in detail the selected qualitative research design approach.

The response comprehensively and clearly describes, in detail, the selected method .

The response includes relevant, specific, and appropriate examples that fully support the selection of the research design approach.

16 (16%) – 17 (17%)

The response clearly explains the selected qualitative research design approach.

The response clearly describes the selected method chosen.

The response includes relevant, specific, and accurate examples that support the selection of the research design approach.

14 (14%) – 15 (15%)

The response inaccurately or vaguely explains the selected qualitative research design approach.

The response inaccurately or vaguely describes the selected method chosen.

The response includes inaccurate and irrelevant examples that may support the selection of research design approach.

0 (0%) – 13 (13%)

The response inaccurately and vaguely explains the selected qualitative research design approach, or it is missing.

The response inaccurately and vaguely describes the selected topic or issue in nursing practice, or it is missing.

The response includes inaccurate and vague examples that do not support selection of the research design approach, or it is missing.

Justify why this qualitative research design approach would be best suited for this topic or issue and explain how this approach will better inform improvements for nursing practice for the topic or issue that you selected. Be specific and provide examples. 23 (23%) – 25 (25%)

The response comprehensively and fully justifies in detail the use of the selected research design approach.

The response comprehensively and clearly explains in detail how the research design approach will better inform improvements for nursing practice for the selected topic or issue.

The response includes relevant, specific, and appropriate examples that fully support the use of the research design approach.

20 (20%) – 22 (22%)

The response clearly justifies the use of the selected research design approach.

The response clearly explains how the research design approach will better inform improvements for nursing practice for the selected topic or issue.

The response includes relevant, specific, and accurate examples that support the use of the research design approach.

18 (18%) – 19 (19%)

The response inaccurately or vaguely justifies the use of the selected research design approach.

The response inaccurately or vaguely explains how the research design approach will better inform improvements for nursing practice for the selected topic or issue.

The response includes inaccurate and irrelevant examples that may support the use of research design approach.

0 (0%) – 17 (17%)

The response inaccurately and vaguely justifies the use of the selected research design approach, or it is missing.

The response inaccurately and vaguely explains how the research design approach will better inform improvements for nursing practice for the selected topic or issue, or it is missing.

The response includes inaccurate and vague examples that do not support use of the research design approach, or it is missing.

Explain why it is important for the DNP-prepared nurse to understand qualitative research approaches for nursing practice. 18 (18%) – 20 (20%)

The response accurately and clearly explains in detail the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice.

The response includes relevant, specific, and appropriate examples that fully support the explanation.

16 (16%) – 17 (17%)

The response accurately explains the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice.

The response includes relevant, specific, and accurate examples that support the explanation.

14 (14%) – 15 (15%)

The response inaccurately or vaguely explains the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice.

The response includes inaccurate and irrelevant examples that may support the explanation.

0 (0%) – 13 (13%)

The response inaccurately and vaguely explains the importance of a DNP-prepared nurse understanding qualitative research approaches for nursing practice, or it is missing.

The response includes inaccurate and vague examples that do not support the explanation, or it is missing.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3 or 4) APA format errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name: NURS_8201_Week10_Assignment3_Rubric