NR 505 Week 4: Qualitative Design and Sampling

Sample Answer for NR 505 Week 4: Qualitative Design and Sampling Included After Question

NR 505 Week 4: Qualitative Design and Sampling

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With the focus on qualitative design and sampling, this is a great opportunity to compare
and contrast quantitative and qualitative research approaches. For each of the following
areas, apply information that considers one advantage and one disadvantage regarding
 control over study conditions with the quantitative
research approach;
 control over study conditions with the qualitative
research approach;
 extending or generalizing results from a sample to a
larger group or population with the quantitative
research approach; and
 extending or generalizing results from a sample to a
larger group or population with the qualitative
research approach.

Be sure to include scholarly references to support your information.

A Sample Answer For the Assignment: NR 505 Week 4: Qualitative Design and Sampling

Title: NR 505 Week 4: Qualitative Design and Sampling

Linda Holt
May 21, 2018May 21 at 7:32pm
Manage Discussion Entry
Hello Dr. L. and class
Research is categorized as quantitative or
qualitative in nature. Quantitative research
employs the use of numbers and accuracy while
qualitative research focuses on lived experiences
and human perception (Rutberg & Bouikidis,
2018). There are some advantages and
disadvantages to both forms of research queries.

The common goal of both is to conclude with
positive, well-designed results that promotes
change or introduces an intervention that is
accurate and useful.
Control over Study Conditions Research
Approach: Advantage
Quantitative
One advantage with the control over study
conditions with quantitative research approach is
the way the data is collected. One form of
research method that is used is the use of
surveys for collection of data. With the use of
surveys, data can be analyzed in an easy and
fast manner, therefore consumption of time is
less. The quantitative research approach consists
of less time consumption, which allows a large
amount of data to be collected.
Qualitative
Qualitative research allows gathering of more in-
depth data. Its use of in-depth, one-on-one
interviews allows gaining a better understanding
of collected data, thus allowing a better
understanding of complex situations (Rutberg &
Boukidis, 2018).
Control over Study Conditions Qualitative
Research Approach: Disadvantage
Quantitative
A disadvantage with the control over study
conditions with quantitative research approach is
that research is less in-depth. The observation of
collected data and pertinent information can be
overlooked with this form of research. The results
can become vague and useless to the research.
This may cause a waste of time and resources,
if the data is not reviewed for the intended
outcome and accuracy.
Qualitative
A disadvantage of qualitative is its low credibility
due to an inability to quantify predictors (Rutberg
& Bouikidis, 2018). For example, the inability to

give percentages of an unwarranted event’s
chance of reoccurrence in the future.
Extending or Generalizing results from a
sample or larger group or population with
quantitative research approach:
Advantage:
Because quantitative research uses a larger
population, a larger volume of data is collected, a
broader study can be made with more subjects to
be reviewed, thus allowing more generalization to
occur (Rutberg & Boukidis, 2018).
Disadvantage:
The results are based on quantity and most
participants will not offer much insight into their
thoughts, causing a lack of reliable context
(Rutberg & Boukidis, 2018).
Extending or Generalizing results from a
sample or larger group or population with
qualitative research approach:
Advantage:
Qualitative usually collects data through one –on
–one interviews, focus groups, and discussions
(Rutberg & Boukidis, 2018). The sample sizes are
smaller allowing for a more in-depth collection of
data to be utilized for research.
Disadvantage:
The use of a smaller sample size makes it difficult
for this research method to generalize the results
of the qualitative study.

Reference
Rutberg, S., & Boukidis, C.D. (2018). Exploring
the Evidence. Focusing on the Fundamentals: A
Simplistic Differentiation Between Qualitative and
Quantitative Research. Nephrology Nursing
Journal, 45(2), 209-213
o

Collapse SubdiscussionLinda Marcuccilli
Linda Marcuccilli
May 22, 2018May 22 at 7:11am
Manage Discussion Entry
HI Linda! What a comprehensive post illustrating
the differences between quant/qual research
control! Thank you for sharing this with the class!
Linda and class, as we now have a pretty good
background of both quant/qual research, can you
provide a comprehensive description of the
design tradition that you have selected for your
proposal?
Dr. L


Linda Holt
Linda Holt
May 23, 2018May 23 at 8:51pm
Manage Discussion Entry
Thank you Dr. L.
I will attempt to provide a description of the
design tradition for the proposal of unplanned
health care for the rural population. The research
design is used to connect related elements of the
study in a rational manner in order to conclude
with useful knowledge that can improve the
issues. While it may not be comprehensive
enough at this point, I plan to use the quantitative
method of research which uses measurements
that focuses on cause and effect predictions. In
this study, I will attempt to integrate the factors

that contribute to unplanned healthcare for the
rural population. The planned design tradition
that I plan to use quasi-experimental. The quasi-
experimental design lacks randomaization in the
study (Stichler, 2016). The use of surveys for
members of the rural population that are affected
by unplanned healthcare will be used to gather
the research data. The surveys will be self –
designed or programmed, allowing for
quantification of data to occur. While I am not
fully aware of how the design will fit into my

research method, or if I completely understand
the design tradition, my goal is to achieve the
knowledge needed to fulfill the reasearch study in
order to fully address the issues for the proposal.
Thanks again for your post.
Reference
Stichler, J. (2016). Research, Research-Informed
Design, Evidence-Based Design: Whatis
theDifference and Does it Matter? HERD:
Health Environments Research & Design
Journal. Retrieved
from: http://ebscohostcom.chamberlainuniversity.i
dm.oclc.org

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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
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