NR 505 Week 5: Data Collection

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Data collection is at the center of research because the facts gathered will contribute
new information as well as answer the research question. For this discussion, please
respond to each of the following topics.

 Refine your PICOT question.
 Explain your specific research approach (qualitative
or quantitative) and how it has the potential to
answer your research question.
 Discuss you data collection method, addressing
strengths and identifying one potential weakness.
 Identify the actions you are proposing that will help
ensure that quality data may be produced by your
EBP project.

Halley Barnes
May 26, 2018May 26 at 7:52am
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Hello Professor Marcuccilli and Class,
My refined PICOT question is, how can
we better pain management of rural adults with
chronic/acute pain care needs, and the
alternative medications compared to narcotic
medications to improve pain management? I
decided to use the qualitative research approach
for this specific research topic. I chose this
research approach because "qualitative research
is primarily exploratory research. It is used to gain
an understanding of underlying reasons,

opinions, and motivations" (Simply Psychology,
2017). Since pain management is in abstract and
immeasurable nursing assessment, it makes it
hard for health professionals to gauge pain levels
and treatment options based solely off the
patient's opinion of the pain level. I believe
qualitative its better tailored to this type of
research because quantitative research is based
more off of mathematical data and numerical
measurements to analyze the data collected.
Data will then be collected in a few different ways.
One way will be through face to face interaction
through interviews and focus groups. Another
way to collect data will be through " impressions,
environmental contexts, behaviors, and nonverbal
cues" (US National Library of Medicine National
Institutes of Health, 2015) on pain levels and pain
management techniques. Lastly, data can be
collected through readings of transcripts or other
written articles. The quality data they may be
produced by my EBP project is better pain
management techniques for rural areas to
implement for their chronic and acute pain
patients. Ideally this will cut back on the narcotic
epidemic and over prescribing of narcotics to
those whose pain can be controlled in a more
therapeutic way. We will evaluate patients pain
and listen to what has worked and not worked,
and create a personalized pain management plan
based off the needs of the patient. This will better
control their pain and allow them to have an
improved quality of life on a daily basis.
-Halley Barnes

Simply Psychology. (2017). Qualitative vs.
Quantitative. Retrieved from

https://www.simplypsychology.org/qualitative-
quantitative.htmlLinks to an external site.
US National Library of Medicine National
Institutes of Health. (2015). Qualitative Research:
Data Collection, Analysis, and
Management. Retrieved
from https://www.ncbi.nlm.nih.gov/pmc/articles/P
MC4485510/Links to an external site.
o

Collapse SubdiscussionLinda Marcuccilli
Linda Marcuccilli
May 28, 2018May 28 at 3:03pm
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Hi Halley and thank you for your inquiry, however,
your picot seems to be a quant inquiry? Consider
the following for your qual pico:
how do rural adults with chronic/acute pain care
needs perceive alternative pain medications to
improve pain management?
😀
Dr. L


Halley Barnes
Halley Barnes
May 29, 2018May 29 at 8:19pm
Manage Discussion Entry
Hello Professor Marcuccilli,
Thank you so much for you input on my
qualitative PICo, and I think I will change it to that
question. I think it is important to use qualitative
research for pain because of how opinionated of
a health assessment pain is for patients and
healthcare workers. We have all heard a million

times "everyone's pain is different" so I believe if
that is how we assess it in the field then that is

how we should research it as well. Pain
management is still a new healthcare profession,
and we are still exploring ways to better ways to
management patient's acute and chronic pain.
Thank you so much for helping me reevaluate my
PICo research question and how to differ
between quantitative and qualitative research
methods and which one would work better for
pain management. I think this will better
compliment my research study the upcoming
assignments.
-Halley Barnes

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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.