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.
Struggling to Meet Your Deadline?
Get your assignment on NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice done on time by medical experts. Don’t wait – ORDER NOW!
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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
A Sample Answer For the Assignment: NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
Title: NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
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.
I acknowledge your great efforts in describing statistical analysis on a research study that was conducted by Fisher et al., (2010) who published a descriptive and quantitative study that uses conjoint analysis and clinical simulations to understand the technique of decision making by ER nurses when they are dealing with patients with intellectual disabilities. Conjoint analysis is a statistical model which adopts various attributes that need participants to make trade-offs in decisions. A comprehensive evaluation of these tradeoffs discloses the important attributes in the study and predictive component which enables researchers to extrapolate future situations. In this research the variables entailed communication styles, variable strategies for patient care and ER environment. The conclusion of the study was that nurses tend to depend more on future health status, patient’s functional status and family inputs in making health care decisions. More so, the research used standard ethical research strategies that entailed confidentiality in results, randomized sampling and research methodologies that did not cause withholding care or placebo for any patient. In the research, I agree that parametric tests are irrelevant since there is no assumption on the distribution factors and the results might be regarded as skewed since the research used simulation that does not exhibit the actual clinical care with a patient.
Nonparametric tests adhere to researches where the assumptions used for stronger parametric tests are not met and where the sample sizes are small (Polit, 2010). The researchers used chi-square to make inferences on two variables in a category, contingency tables and exact tests done by Fisher, Orkin and Frazer (2010) which are nonparametric and appropriate for evaluation of small sample sizes. Therefore, there are various analytical methods and the choice of the best fit for a needed relationship in the research, so there are various requirements for a sample size depending with the analytical method and study design.
References
Fisher, K., Orkin, F., & Frazer, C. (2010). Utilizing conjoint analysis to explicate health care decision making by emergency department nurses: a feasibility study. Applied Nursing Research: ANR, 23(1), 30–35. https://doi-org.ezp.waldenulibrary.org/10.1016/j.apnr.2008.03.004
Polit, D. (2010). Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.
Sample Answer for NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice Included
“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.
https://onlinenursingessays.com/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.
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
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8201 Week 9 Discussion: Using Qualitative Research to Inform Evidence-Based Practice
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
Don’t wait until the last minute
Fill in your requirements and let our experts deliver your work asap.