Complete Medical evidence based Disc (WALDEN)

  • Post category:Nursing
  • Reading time:9 mins read
  • Post author:

Complete Medical evidence based Disc (WALDEN)

Nursing homework help

Description

Required Readings

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier. Review Chapter 4, “Introduction to Qualitative Research”This chapter provides an overview of the logic and philosophy of qualitative research based on a holistic worldview. Review this chapter and refresh your understanding of the various types of qualitative research and the application of qualitative research in health care research and evidence-based practice.
Chapter 12, ““Qualitative Research Methods” (pp. 274 – 281)This section of Chapter 12 focuses on relevant methods of qualitative studies, including content analysis, narrative analysis, phenomenological research methods, and grounded theory methodology.

  • Allbutt, H., & Masters, H. (2010). Ethnography and the ethics of undertaking research in different mental healthcare settings. Journal of Psychiatric & Mental Health Nursing, 17(3), 210–215. doi:10.1111/j.1365-2850.2009.01493.x
    Note: You will access this article from the Walden Library databases.
    This article details the efforts of a year-long ethnographic research study in three mental health settings and discusses the difficulties and problems associated with trying to perform a qualitative, noninterventionist study design in a practice setting.

Sternberg, R., & Barry, C. (2011). Transnational mothers crossing the border and bringing their health care needs. Journal of Nursing Scholarship, 43(1), 64–71.
Note: You will access this article from the Walden Library databases.
This article discusses the procedures and findings of a qualitative study involving eight transnational Latina mothers from South Florida who came to the United States without their children and without legal documentation. The article describes essential themes in the experiences of these mothers and the implications of these themes for health care providers.

  • 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. doi:10.1016/j.ctcp.2009.11.001
    Note: You will access this article from the Walden Library databases.
    This article focuses on a qualitative study analyzing the experimental process of healing touch for people with moderate depression. Several theories were used to perform this analysis, including grounded theory and middle-range theory.

Whiting, L., & Vickers, P. (2010). Conducting qualitative research with palliative care patients: Applying Hammick’s research ethics wheel. International Journal of Palliative Nursing, 16(2), 58–68.
Note: You will access this article from the Walden Library databases.
This article elaborates on the ethical issues that surround the pursuit of research involving patients accessing palliative care for cancer. Using Hammick’s research ethics wheel (REW), the article identifies ethical issues and dilemmas and discusses the importance of ethics in research studies involving vulnerable patients.

  • Discussion: Formulating a Qualitative Research Study

The process of formulating a qualitative research study is very similar to that of a quantitative research study. A qualitative research study, like its quantitative counterpart, begins with a broad topic of interest, which is then narrowed down to a specific research question or set of questions about which the researcher would like to gather data. As with all research, it is important for the researcher to identify an appropriate methodology to provide a focus for the procedures of gathering data in a qualitative study.

  • To prepare:

Using the Learning Resources as a guide, determine a qualitative research topic that is of interest to you and applies to a clinical practice area.

  • With your selected topic, formulate at least one research question that could serve as the basis for a qualitative research study.

Consider which of the following qualitative research methods would best address your selected research question: phenomenology, ethnography, or grounded theory. Why is that method appropriate?

  • Anticipate any issues (related to ethics, credibility, management, funding, etc.) you might encounter if you were to engage in this research project, and consider how you would handle them.

Ask yourself: What other qualitative methods could be used to address my selected qualitative research topic? What are the strengths and weaknesses of these methods?

  • By Day 3

Post a cohesive response that addresses the following:

  • Summarize your selected qualitative research topic and research question(s) and identify your selected methodology for gathering data about the question(s). Explain why you chose that particular methodology and how it would be useful to the qualitative research topic you selected.

Identify and elaborate on the challenges (related to ethics, credibility, management, funding, etc.) you might encounter if you were to engage in this research project.

  • Describe the strengths and weaknesses of your selected research method (phenomenology, ethnography, and grounded theory) in terms of the research project you selected.

Discuss at least one other qualitative method that could be used to research your selected topic.

  • MUST USE REQUIRED READINGS

Allbutt, H., & Masters, H. (2010). Ethnography and the ethics of undertaking research in different mental healthcare settings. Journal of Psychiatric & Mental Health Nursing, 17(3), 210–215. doi:10.1111/j.1365-2850.2009.01493.x

  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 not meet requirements for participation by posting on 3 different days.

Total Points: 100