NR 439 Week 5 Discussion: Samples and Data Collection (graded)

NR 439 Week 5 Discussion: Samples and Data Collection (graded)

NR 439 Week 5 Discussion: Samples and Data Collection (graded)


This week’s graded topics relate to the following Course Outcomes (COs). 

  • CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8) 
  • CO 4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4 & 8) 
  • CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8) 

Due Date 

  • During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): 
  • Posts in the discussion at least two times, and 
  • Posts in the discussion on two different days 

Points Possible 

50 points 


  • Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students: 
  • Demonstrate understanding of concepts for the week 
  • Integrate outside scholarly sources when required 
  • Engage in meaningful dialogue with classmates and/or instructor 
  • Express opinions clearly and logically, in a professional manner 
  • Use the rubric on this page as you compose your answers. 
  • Best Practices include: 
  • Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor. 
  • Enter the discussion often during the week to read and learn from posts. 
  • Select different classmates for your reply each week. 

Discussion QuestionsNR 439 Week 5 Discussion: Samples and Data Collection (graded)  

 Access the following information. You may read the PDF online or download it. 

American Nurses Association. (2014). Fast facts: The nursing workforce 2014: Growth, salaries, education, demographics & trendsLinks to an external site.. 

  1. Review the data presented in the ANA Fast Facts and describe some of the key attributes/characteristics of this sample of the nursing workforce. 
  1. Discuss some of the data that you found interesting; include what you believe the purpose (intent) of ANA sharing these results. 
  1. The instruments and tools that we use to collect data need to be reliable and valid. Define these terms and explain the importance of each. Share one way that can be used to collect data that you were not aware of or familiar with. 


To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. See Syllabus for Grading Rubric Definitions. 

This topic is closed for comments. 

Remember this week that there are basically FOUR questions here – the third is divided into 2 questions – 

1.  Defining the terms reliability and validity in research and explaining the importance of each concept (you are not being asked to define the terms instruments or tools). 

2.  Share a way that data can be collected. 

You mentioned the nursing faculty shortage so I will throw my 2 cents in here. 

In most states, including Illinois where I live, you need an MSN to teach nursing.  Some states allow a BSN to teach clinical or skills lab to ADN students, but not Illinois.  In many universities, you need a doctorate or be actively pursuing it to teach nursing. 

Entry-level college professors with a DOCTORATE make an average of $70,000 annually.  To earn this money at a university, in addition to their teaching workload, they have to conduct and publish research, sit on committees and advise students. 

Now, it does not take a rocket scientist to figure out how much a nurse has to spend to get an MSN and then a doctorate.  Spending all that money in order to earn $70,000 a year?  Many BEDSIDE nurses with a BSN earn that much or more!  A nurse with an MSN can earn way more than that in administration or as a clinical educator or a nurse practitioner. 

Not to bash any other field, but what are most people with a doctorate in English or History or Math going to do with it except teach, or work outside of their field?  Nurses with higher-level degrees have so many more opportunities.  You have to really love teaching, or have some other reason to teach, to take a job as faculty. 

Thanks for sharing with the class! (Links to an external site.) 

The link that you provided is very informational. It was something I want to look into it for a long time. I also have read several articles regards to the cause of the phenomena. It appears that the cause of it is complicated.   

My mom was a teacher. There were 4 teachers/instructors in her generation in my family. There are only two in my generation. For the very reason you mentioned, my cousin who is a full-time college professor in Hong Kong decides to stay single. So that he can enjoy teaching and doing research, and not to worry about crowding his quality of living life.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NR 439 Week 5 Discussion: Samples and Data Collection (graded)  

I remember many of my teachers in my primary school some 40 years ago. When people talked the profession of teaching, they often said the poor teacher. This is exactly like you said, “you have to really love teaching” to stay in the job. I am thankful that God put these wonderful teachers in my life. Their passionate love of teaching helps me and so many others to develop into who we are today. 

I also want to thank you for investing so much time into helping me and our class to learn, giving constructive feedback, and providing such an encouraging learning environment. You and those who teach with enthusiastic are the most respected!