Chamberlain University NR 505 Week 1 Topic Discussion 1 Qualitative Research-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 505 Week 1 Topic Discussion 1 Qualitative Research 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 NR 505 Week 1 Topic Discussion 1 Qualitative Research
Whether one passes or fails an academic assignment such as the Chamberlain University NR 505 Week 1 Topic Discussion 1 Qualitative Research 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 NR 505 Week 1 Topic Discussion 1 Qualitative Research
The introduction for the Chamberlain University NR 505 Week 1 Topic Discussion 1 Qualitative Research 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.
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How to Write the Body for NR 505 Week 1 Topic Discussion 1 Qualitative Research
After the introduction, move into the main part of the NR 505 Week 1 Topic Discussion 1 Qualitative Research 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 NR 505 Week 1 Topic Discussion 1 Qualitative Research
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 NR 505 Week 1 Topic Discussion 1 Qualitative Research
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 NR 505 Week 1 Topic Discussion 1 Qualitative Research Included After Question
NR 505 Week 1 Topic Discussion 1 Qualitative Research
NR 505 Week 1 Topic Discussion 1 Qualitative Research
You will be conducting a participant observation study for this TD. The research question is: What are the health and safety issues in Ironridge compared to Summerville? Record the health and safety issues you find in Ironridge and Summerville. Describe one health issue and one safety issue in each city (Ironridge and Summerville). Try to avoid repeating an issue identified by another student if possible.
Why is this participant observation an example of qualitative research? What are other ways, both qualitative and quantitative, that you could research this question? Finally, how are theory, research, and practice advanced by the combination of qualitative and quantitative approaches? NR 505 Week 1 Topic Discussion 1
NR 505 Week 1 TD 2 Ask a
(T) Question
Conduct a search of the literature on one of the problems you have identified, using the PICO(T) format. How many “randomized, controlled trials (RCTs)” have you found in comparison to other types of studies? What are the advantages and disadvantages of RCTs in comparison to other types of studies? Generally, how would you summarize your articles?
NR 505 Week 2 TD1 Purposes of research
This week the instructor will divide the class into four (4) collaboration committees so that each committee can discuss a different top priority issue from Week 1 that the instructor has identified.THIS IS NOT A GROUP PROJECT OR GROUP ASSIGNMENT. Each student will be graded individually based on their performance. Since we usually participate in collaborative committees in the practice setting to discuss priority issue, this format will allow our class to discuss four priority issues within the same discussion board.
Each student will need to post twice (once by Wednesday deadline at 11:59 p.m. MT and a peer response to someone in your collaborative committee). In your collaborative committee, discuss what information you will need to know about the issue? What types of research would be most useful (descriptive, explanatory, predictive, prescriptive)? What databases are the most helpful? Please place all committee discussion in the discussion thread forum so everyone can benefit from the discussion.
NR 505 Week 2 TD 2 Theory and Variables
Review the differences in descriptive, explanatory, predictive, and prescriptive studies and select one of the predictiveor prescriptive articles you find. What are the independent variables (IV), dependent variables (DV), and mediating variables (MVs) you find in the article? How do determining IVs, DVs, and MVs help you discern the theory tested in the research? In your particular article, what risk factors are identified or what recommendations are provided?
You will continue to work with the priority issue from your Week 2 committee discussion. First look at your priority issue from Week 2 and describe a quantitative study to address the issue. What would be your research question? How will you select your sample to make sure that your study has external validity? What factors would affect the internal validity of your study? Remember to pick an article that is different from someone else in your committee. You should each have a quantitative study article for this discussion board.
NR 505 Week 3 TD 2 Plan a Qualitative Study
You will continue to work with the priority issue from your Week 2 committee. First look at your priority issue from Week 2 and describe a qualitative study to address the issue. Which qualitative design would you use? How will you make sure that the information you obtain is trustworthy? How is trustworthiness in qualitative research similar and different from reliability and validity?
NR 505 Week 4 TD 1 Sampling Issues
Staying in discussion with your fellow consultants, what type of sample would you need to examine your question and learn more about your issue? What are the various types of sampling you could use, along with their advantages and disadvantages?
NR 505 Week 4 TD 2 Ethical Issues
Read these two documents on ethical issues in research:
o Tuskegee syphilis study at
http://www.cdc.gov/tuskegee/.o An overview of questionable studies – Milestones in the history of human subjects protection
Week 5 Assignment Critique of a Systematic Research Review
NR 505 Week 5 TD 1 Descriptive Statistics
Complete a PICO(T) search on bicycle safety. What does the research say about this issue? Select one of the articles from your search. Identify the descriptive statistics. Is anything missing? To what extent are minorities included in the study (or is that demographic information available?)? How does the descriptive data help you understand the research?
NR 505 Week 5 TD 2 Inferential Statistics
Describe the inferential tests that were used (e.g., t-tests and chi-squares). Given the p-values related to the tests, how do you interpret the results? Are statistically significant findings also clinically significant? What are the recommendations, based on this paper? Share some alternate explanations (mediating or intervening variables) for the results of the study.
NR 505 Week 6 TD 1 Research Summaries
Preliminarily, you need to help the staff understand the differences between various translation documents. Therefore, in this TD, compare and contrast two of these five types of research summaries: Meta-analysis, meta-synthesis, systematic research reviews, clinical practice guidelines, and care protocols. What are the differences in their purposes, audiences, and authors?
NR 505 Week 6 TD 2 Evidence-based(EBP) Models
Compare and contrast two of the models in the Week 7 lesson. Which would you recommend in this situation and why?
Week 7 Assignment Analysis and Application of a Clinical Practice Guideline
NR 505 Week 7 TD 1 Quality, Safety, and Costs
Cuts is healthcare is a current concern for patients, clinicians and insurances. All entities are challenged daily to provide cost effective, safe and quality care for our patients.
NR 505 Week 7 TD 2 Patient and Family Concerns
What does the literature say about patient and Family engagement and what would you recommend?(Hint: Use that phrase in your search.) How are patient and Family concerns related to clinical significance?
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
| Performance Category |
10 |
9 |
8 |
4 |
0 |
|
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
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- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
- Evaluates literature resources to develop a comprehensive analysis or synthesis.
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
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- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
- Evaluates information from source(s) to develop a coherent analysis or synthesis.
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
- Demonstrates little or no understanding of the topic.
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- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) without any interpretation/evaluation.
- The posting uses information that is not valid, relevant, or reliable
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- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
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| Performance Category |
10 |
9 |
8 |
4 |
0 |
|
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
|
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
- Applies concepts to personal experience in the professional setting and or relevant application to real life.
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- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
- Applies concepts to personal experience in their professional setting and or relevant application to real life
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
|
- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
|
- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
- Posts are superficial and do not reflect an understanding of the lesson content
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
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- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
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| Performance Category |
5 |
4 |
3 |
2 |
0 |
|
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
|
- Exceeds minimum post requirements
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
- Replies to a post posed by faculty and to a peer
- Summarizes what was learned from the lesson, readings, and other student posts for the week.
|
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
- Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
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- Meets expectations of 2 posts on 2 different days.
- The main post is not made by the Wednesday deadline
- Does not reply to a question posed by a peer or faculty
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- Has only one post for the week
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
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- Does not post to the thread
- No connections are made to the topic
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| |
Minus 1 Point |
Minus 2 Point |
Minus 3 Point |
Minus 4 Point |
Minus 5 Point |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
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- 2-3 errors in APA format.
- Written responses have 2-3 grammatical, spelling, and punctuation errors.
- Writing style is generally clear, focused, and facilitates communication.
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- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused.
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- 6-7 errors in APA format.
- Writing responses have 6-7 grammatical, spelling and punctuation errors.
- Writing style is slightly focused making discussion difficult to understand.
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- 8-10 errors in APA format.
- Writing responses have 8-10 grammatical, spelling and punctuation errors.
- Writing style is not focused, making discussion difficult to understand.
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- Post contains greater than 10 errors in APA format.
- Written responses have more than 10 grammatical, spelling and punctuation errors.
- Writing style does not facilitate communication.
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
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| |
0 points lost |
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|
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-5 points lost |
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Total Participation Requirements
per discussion thread
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The student answers the threaded discussion question or topic on one day and posts a second response on another day. |
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|
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The student does not meet the minimum requirement of two postings on two different days |
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Early Participation Requirement
per discussion thread
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The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. |
|
|
|
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth wee
A Sample Answer For the Assignment: NR 505 Week 1 Topic Discussion 1 Qualitative Research
TITLE: NR 505 Week 1 Topic Discussion 1 Qualitative Research
