NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
Walden University NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice 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 NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
Whether one passes or fails an academic assignment such as the Walden University NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice 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 NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
The introduction for the Walden University NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice 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 NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
After the introduction, move into the main part of the NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice 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 NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
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 NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
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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Sample Answer for NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based 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.
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.
Sample Answer 2 for NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
Ask a probing question, substantiated with additional background information, evidence, or research.
“How do harm reduction programs impact the lived experiences and perceptions of individuals navigating substance use disorders in urban communities?”
Interventions meant to lessen the negative consequences of conduct are collectively referred to as harm reduction. While harm reduction was first and primarily linked to substance abuse, it is now being used more and more to treat a wide range of other behavioral disorders. (NIDA, 2022)
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Harm reduction is a practical strategy that minimizes the negative effects of drug use rather than promoting abstinence to treat substance use and related concerns. Here are some important damage reduction insights:
Human-Centered Approach: Harm reduction acknowledges that people will persist in dangerous habits, such drug use, despite the repercussions on their health and legal status. As a result, it aims to accept people for who they are while respecting their independence and dignity.
Diverse Strategies: These tactics include drug checking services, supervised consumption areas, opioid replacement therapy, needle exchange programs, and educational campaigns.
Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
A different strategy to harm reduction might put more of a focus on strictly enforcing drug laws and policies that are meant to achieve total abstinence from drug use. Punitive tactics like criminalization, jail, and required rehabilitation programs are usually the focus of this strategy. Proponents contend that stringent enforcement encourages cultural norms of sobriety and accountability while discouraging drug usage. Critics counter that punitive measures frequently worsen already-existing socioeconomic injustices, lead to mass incarceration, and ignore the root causes of drug addiction. Punitive measures may not be able to successfully minimize drug-related harm, and there is evidence that they may even have unexpected consequences including higher rates of overdose deaths and the spread of infectious diseases.
Validate an idea with your own experience and additional research.
As much as I prefer abstinence not everyone can totally abstain from substance use hence the need for reduction until the patient is able to maintain sobriety and finally recovery. Services for harm reduction have historically been seen as having two separate objectives: harm reduction aims to decrease health risks for people who use drugs (PWUD), including those resulting from the criminalization of drug use, while treatment aims to reduce or eliminate drug use. (Krawczyk et al., 2022).
Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.
A different viewpoint on harm reduction that is supported by more data can entail an all-encompassing public health strategy that combines harm reduction techniques with prevention and treatment. This method seeks to address underlying causes such as trauma, mental health disorders, and socioeconomic inequalities while acknowledging the complexity of substance use. Access to evidence-based treatment alternatives, such as medication-assisted therapy and mental health support services, is emphasized, along with early intervention.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Programs for community-based harm reduction lower drug-related morbidity and mortality. Acute withdrawal and the medical treatment of substance use disorders are frequently the main emphasis of inpatient clinical care, even if hospital-based inpatient addiction consult programs can also help individuals who use drugs. (Khan et al., 2022). This strategy aims to lessen the demand for drugs while simultaneously minimizing the negative effects of drug use for those who choose to use them. It does this by placing a higher priority on prevention initiatives like community outreach and education, as well as by helping people who are struggling with substance use. Furthermore, it promotes laws that give harm reduction initiatives like supervised consumption facilities and needle exchange programs priority as essential parts of all-encompassing public health treatments.
Reference
Holeksa J. (2022). Dealing with low access to harm reduction: a qualitative study of the strategies and risk environments of people who use drugs in a small Swedish city. Harm reduction journal, 19(1), 23. https://doi.org/10.1186/s12954-022-00602-yLinks to an external site..
Khan, G. K., Harvey, L., Johnson, S., Long, P., Kimmel, S., Pierre, C., & Drainoni, M. L. (2022). Integration of a community-based harm reduction program into a safety net hospital: a qualitative study. Harm reduction journal, 19(1), 35. https://doi.org/10.1186/s12954-022-00622-8.
Krawczyk, N., Allen, S. T., Schneider, K. E., Solomon, K., Shah, H., Morris, M., Harris, S. J., Sherman, S. G., & Saloner, B. (2022). Intersecting substance use treatment and harm reduction services: exploring the characteristics and service needs of a community-based sample of people who use drugs. Harm reduction journal, 19(1), 95. https://doi.org/10.1186/s12954-022-00676-8Links to an external site..
NIDA. 2022, December 16. NIH launches harm reduction research network to prevent overdose fatalities. Retrieved from https://nida.nih.gov/news-events/news-releases/2022/12/nih-launches-harm-reduction-research-network-to-prevent-.
“Qualitative researchers are motivated to know more about a phenomenon, a social process, or a culture from the perspectives of the people who are experiencing the phenomenon, involved in the social process, or living in the culture (Gray & Grove, 2020).
Qualitative research requires extensive time commitment and dedication. While all research can be rigorous and time consuming, by nature, the qualitative researcher seeks to build connections and trust with participants, which adds an additional layer of dedication. However, before research can even begin, researchers must first develop a research question.
Photo Credit: Getty Images/iStockphoto
Qualitative research questions tend to be broader than quantitative research questions. In a qualitative study, the researcher seeks to describe an experience or a phenomenon, so the questions are typically more global in scope. Additionally, many research questions describe and guide the research purpose, versus state it directly. Oftentimes phrases such as, “lived experience, framework or theoretical development, society, culture, or narrative” are used to describe the purpose (Gray & Grove, 2020).
For this Discussion, reflect on an area of interest and develop your own qualitative research question. How might you approach this topic and purpose? What types of research methods and design might you employ to address your qualitative research question?
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 qualitative research methods and designs.
- Select a topic or issue in nursing practice to focus on for this Discussion.
- Consider a qualitative research question that you might develop to address the topic or issue in nursing practice that you selected.
- Reflect on how a qualitative research design might best support a research study to address your research question.
By Day 3 of Week 9
Post a qualitative research question in relation to your topic or issue of interest. Explain why a qualitative research design is best suited to support this research question. Then, describe potential ethical considerations you should keep in mind in relation to your qualitative research question. Be specific and provide examples.
NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
By Day 6 of Week 9
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days in one or more of the following ways:
- Ask a probing question, substantiated with additional background information, evidence, or research.
NURS 8201 Week 9 Discussion Using Qualitative Research to Inform Evidence-Based Practice - Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
- Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
- Validate an idea with your own experience and additional research.
- Suggest an alternative perspective based on additional evidence drawn from readings or after synthesizing multiple postings.
- Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Submission and Grading Information
Grading Criteria
Also Read: NURS 8201 Week 8 Discussion: Statistical Analysis in Nursing
To access your rubric:
Week 9 Discussion Rubric
Post by Day 3 of Week 9 and Respond by Day 6 of Week 9
To Participate in this Discussion:
Week 9 Discussion
Name: NURS_8201_Week9_Discussion_Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
0–69 |
|||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
||
| Main Posting:
Writing |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:
Timely and full participation |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
||
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| First Response:
Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| First Response:
Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: NURS_8201_Week9_Discussion_Rubric