NR 505 Week 3: Elements of Quantitative Research: Design and Sampling

Sample Answer for NR 505 Week 3: Elements of Quantitative Research: Design and Sampling Included After Question

NR 505 Week 3: Elements of Quantitative Research: Design and Sampling

NR 505 Week 3: Elements of Quantitative Research: Design and Sampling

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The focus of the Week 3 discussion is on two important elements of quantitative
research studies- design and sampling. The approach or design, quantitative or
qualitative, also applies to EBP projects. Both quantitative and qualitative have different
designs or traditions that fall under these two broad categories.
Select a single-study quantitative research study article related to your specialty track
and provide the permalink to the article. Then discuss each of the following items.
 Identify whether the research study design is
experimental, quasiexperimental, or
nonexperimental. Provide the rationale for your
answer.
 Identify the appropriate representation for the
research study article you selected using the
nomenclature of X for intervention, O for
observation and data collection, and R for random a
assignment to a research study group.
 Identify the type of sampling (probability vs.
nonprobability) that was used in the research study
article you selected.
 Identify one advantage and one disadvantage to the
sampling type used (probability vs. nonprobability).
 Identify whether there was random assignment to
research study groups in the research study article
you have selected.
 If random assignment to groups was used, how
does this strengthen the research study design?

A Sample Answer For the Assignment: NR 505 Week 3: Elements of Quantitative Research: Design and Sampling

Title: NR 505 Week 3: Elements of Quantitative Research: Design and Sampling

Penny Burcham
May 15, 2018May 15 at 1:04pm
Manage Discussion Entry
Instructor and class,
The single quantitative research study article
that I have chosen is an article that discusses;
does aerobic exercise reduce postpartum
depressive symptoms? Throughout this article it
looks at the population of mothers that are one
year or less postpartum and women with
depressive symptoms that are measured by a
questionnaire or diagnostic tool (Pritchett, Daley,
& Jolly, 2017).  This particular research study I
would have to say is non experimental because
there is intervention but one does not have
control over whether or not these postpartum
mothers exercise and how much they exercise,
they have to go by what they say they do and the
intensity of their exercise.
Intervention is that there were different trial
groups which included; group exercise
interventions, exercise counseling was provided
and the participant was allowed to choose their
own form of exercise (Pritchett, Daley, & Jolly,
2017).  They were aiming to achieve
approximately 30 minutes of moderate exercise
three to five times weekly.  The observation/data
collected during this was to see if exercise had an
effect on decreasing depressive symptoms in
postpartum women. The study did find that overall
exercise is an effective treatment for postpartum
depression. The random assignments were of
women whom chose their own exercise that they
did, women that were assigned to groups for
exercise, and other women that received exercise
counseling (Pritchett, Daley, & Jolly, 2017).
When looking at probability vs non-probability
for this article I would have to go with non-
probability for this because this just focuses on
postpartum women, so not all postpartum women
if they are one year of having a baby would not
qualify for this study. Non-probability is when not
every member of the population has the same

chance of being included in the study. This study
focuses on women whom are one year or less
postpartum.
An advantage to using non-probability is the
population being studied is narrowed down to just
mothers whom are one year postpartum. A
disadvantage to this is that postpartum
depression can last past one year of childbirth in
some women. So these women are being
excluded from the study.
A random assignment was used for this study
as women were either in a group, had counseling,
or chose the exercise that they wanted to do. This
can strengthen the study as it narrows down what
area was most effective whether it be exercise in
a group setting, individualized, or the counseling
about exercise.
Pritchett, R. V., Daley, A. J., & Jolly, K. (2017).
Does aerobic exercise reduce postpartum
depressive symptoms? British Journal of General
Practice, 67. https://doi.org/10.3399/bjgp17x6925
25 (Links to an external site.)Links to an external
site.

NR 505 Week 3 Elements of Quantitative Research Design and Sampling
NR 505 Week 3 Elements of Quantitative Research Design and Sampling

Penny Burcham
o

Kelsey Schroth
Kelsey Schroth
May 19, 2018May 19 at 11:22pm
Manage Discussion Entry
Hi Penny,
Thank you for your informative and interesting
post. While reading it, I had many light bulbs light
up of different ways or many other ways to
conduct this type of research. Today technology
plays a huge role in fitness. A better way that one

could keep track of the actual amount of time
spent doing exercise instead of simply relying on
good faith is having the postpartum mothers wear
a fit bit or some other type of smart watch that
can keep track of data such as exercise, steps,
and heart rate. If I was the one that set up this
research study, I would have improved the EBP

proposal because science has already
established that exercise reduces cortisol and
released endorphins. I would have compared
exercise to pharmacological interventions to
prove which may be more beneficial in the long
run. In addition, for the sample that is used, I feel
that the guidelines need to be more specific
because from just after delivery to one year a lot
can change and some women cannot begin
physical activity right away due to c-sections
which may put those women at a disadvantage.
Thank you
Kelsey Schroth

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • 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
  • 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.
  • 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.
  • 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
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
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.
  • 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
  • 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
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.

  • 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
  • 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
  • Does not post to the thread
  • No connections are made to the topic
  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

  • 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.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 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.
  • 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.
  • 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
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

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.

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