What is the difference between primary and secondary data?

NUR 630 Topic 6 DQ 1

Primary data is information that has originated by the researcher through direct efforts and experience, specifically for the purpose of addressing a research problem. This is also known as first-hand or raw data. With primary data, the research is usually conducted by an organization or agency, which can become expensive and time-consuming. Some examples of primary data include surveys, questionnaires, personal interviews and case studies (Surbhi, 2020). Primary data can be used to drive continuous quality improvement (CQI), by taking an issue and directly starting to research the issue with the goal of a solution in mind. Some of the sources that could be used to drive CQI would include questionnaires and surveys. The researcher would have to personally interview or ask questions of a specific person. The researcher would have a specific question or questions that would need to be addressed. In this case, there is no “middle man” between the researcher and the direct questioning.

Secondary data implies second-hand information which is already collected and recorded by any person other than the user for a purpose, not relating to the current research problem. It is the readily available form of data collected from various sources like censuses, government publications, internal records of the organization, reports, books, and journal articles (Surbhi, 2020). Secondary data is used in CQI for many reasons. Many of the articles or publications that are used to improve healthcare are secondary sources. One example of this is the Centers for Disease Control (CDC). The information that is shared usually has been started by a group of researchers and then passed to other entities in the organization. Those people then publish their findings in journals where doctors and nurses read the information and place their recommendations for better health into practice. This is probably the largest group of data that is used in pushing for CQI. Secondary data tends to be more cost-effective than primary research.

Reference

Surbhi, S. (2020). Difference between primary and secondary data. Key Differences. https://keydifferences.com/difference-between-primary-and-secondary-data.html

Data sources are categorized as primary or secondary data. Primary data is the direct description of an occurrence by a person who observed or experienced it. Sources of primary data include observations, experiments, surveys, interview, and questionnaires. On the other hand, secondary data includes any publication written by individuals who were not direct participants or observers in the described event (Gupta & Kaplan, 2020). Secondary data sources include books, scholarly journals, government documents, and periodicals. Secondary data is acquired when statistical methods are used on the primary data. However, data obtained from primary sources are more accurate and reliable than secondary sources.

Data collection is an essential aspect in making improvements and driving CQI. This is because lack of data means that there is no evidence to support that a problem really exists. Primary data obtained during a CQI project can be used to measure processes and outcomes, which are essential for evaluation. It provides answers on whether an identified issue is really a problem and why it needs improvement (Mendlowitz et al., 2020). Through primary data collection and analysis, needs are identified, and goals based on data are created. On the other hand, secondary data drives CQI by providing evidence on the best practices or interventions to employ in the CQI project (Gupta & Kaplan, 2020). Secondary data guides organizations and providers on the best approaches to achieve a particular desired outcome.

Primary data can be used to drive CQI by asking health providers who provide direct patient care, such as nurses and physicians, about the challenges they face in providing quality care. The information they give can be used to identify what the

problem is and why it needs to be addressed. Secondary data from peer-reviewed sources can be used to establish the best approach to address the problem identified from the primary data (Gupta & Kaplan, 2020). It can guide an organization on the steps to improve the quality of care related to the problem.

References

Gupta, M., & Kaplan, H. C. (2020). Measurement for quality improvement: using data to drive change. Journal of Perinatology, 40(6), 962-971. http://doi.org/10.1038/s41372-019-0572-x

Mendlowitz, A., Croxford, R., MacLagan, L., Ritcey, G., & Isaranuwatchai, W. (2020). Usage of primary and administrative data to measure the economic impact of quality improvement projects. BMJ open quality, 9(2), e000712. http://dx.doi.org/10.1136/bmjoq-2019-000712

Primary data refers to the first-hand information that researchers gather through survey, research findings and interviews (Renjith et al., 2021). The sources of primary data can be direct patient observations or focus groups. Usually, the sources are selected and tailored to meet the requirements and demands of specific research. Before selecting the source for collecting data, the researchers need to identify the target population and research purpose. Primary data entails raw data and figures often presented by researchers or individuals who witnessed or participated in the event. For instance, in a healthcare setting, primary data can be collected by nurse leaders through observation of nurses’ practice, interviews of staff members, and carrying out experiments (Johnson & Sollecito, 2018).

On the other hand, secondary data is the information gathered by another person or agency like the registry. Secondary data is available on the internet and can be easily accessed by researchers. Secondary data can be collected from various sources, including organizational records, government websites, and censuses (Johnson & Sollecito, 2018). Secondary data applies assessment, generalizations, reconciliation and explanation of primary sources. The common sources for secondary data are the internet, articles, journals, newspapers, magazines, books, internal records, websites, and government publications.

How can primary and secondary source data be used to drive CQI? Provide a specific example of how each source can drive CQI.

Primary data can be collected and stored over time to detect trends and patterns in specific elements or issues in a healthcare organization. The data drives CQI by enabling the quality improvement team to detect gaps in process measures and adopt appropriate interventions to achieve established goals and anticipated outcomes. Primary data drives CQI in an organization by enhancing the identification of the target population that is affected by the health issue and guiding the development of project goals and objectives (Solliceto & Hardison, 2020).

Primary data collected through interviews and direct observations can be used to make evidence-based and effective medication-in-process measures to ensure efficiency, safety, and excellence in the delivery of healthcare services. This translates to improved and better outcomes. For instance, primary data on the causes of pressure ulcers among hospitalized patients can be used to inform the implementation of interventions like regular patient repositioning, pressure-relieving devices, balanced nutrition, and comprehensive risk assessment to enhance quality improvement and attainment of better outcomes such as increased patient safety and satisfaction levels (Johnson & Sollecito, 2018).

Secondary data in nursing journals is used to back up and drive the implementation of continuous quality programs and initiatives. Quality metrics data helps in the generation of the outcome process. For example, documented patient health information from administrative data, internal records, and insurance claims is used to drive the implementation of a CQI in a healthcare organization. The information enhances identifying outcomes and processes that contribute to the deterioration and improvement of quality (Horwitz et al., 2007).

Data collection is vital in creating a fair, meaningful and robust measure. Good data allows organizational administrators to evaluate the quality of care and assess the impacts of the proposed quality improvement initiative or intervention. For instance, in a healthcare organization, patient data from medical bills and insurance claims is applied in most CQI projects to guide decision-making and proper resource allocation to achieve the anticipated outcomes (Corti et al., 2019).

References

Corti, L., Van den Eynden, V., Bishop, L., & Woollard, M. (2019). Managing and sharing research data: A guide to good practice. Sage.

Horwitz, S. M., Briggs-Gowan, M. J., Storfer-Isser, A., & Carter, A. S. (2007). Prevalence, correlates, and persistence of maternal depression. Journal of Women’s Health, 16, 678-691. doi: 10.1089/jwh.2006.0185

Johnson, J. K., & Sollecito, W. A. (2018). McLaughlin & Kaluzny’s continuous quality improvement in health care (5th ed.). Jones & Bartlett Learning.

Renjith, V., Yesodharan, R., Noronha, J. A., Ladd, E., & George, A. (2021). Qualitative methods in health care research. International Journal of Preventive Medicine, 12. doi: 10.4103/ijpvm.IJPVM_321_19

Grid View

	Excellent	Good	Fair	Poor
Main Posting	45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.	35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or 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. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0% ) – 34 (34%) Does not respond to the discussion question(s) adequately. 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 sources. 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 Post: Timeliness	10 (10%) – 10 (10%) Posts main post by day 3.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does not post by day 3.
First Response	17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are 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.	13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response	16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.	14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are 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.	12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.	0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation	5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days.	0 (0%) – 0 (0%)	0 (0%) – 0 (0%)	0 (0%) – 0 (0%) Does no t meet requirements for participation by posting on 3 different days.
Total Points: 100

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Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

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Important information on Writing a Discussion Question

Your response needs to be a minimum of 150 words (not including your list of references)
There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
Include in-text citations in your response
Do not include quotes—instead summarize and paraphrase the information
Follow APA-7th edition
Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

A minimum of 6 responses per week, on at least 3 days of the week.
Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
Each response needs to be at least 75 words in length (does not include your list of references)
Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
Follow APA 7th edition
Points will be deducted if the above is not followed
Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
Here are some helpful links
Student paper example
Citing Sources
The Writing Center is a great resource