NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Sample Answer for NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing Included After Question

Topic 5 DQ 1

Description:

The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in the research study to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Support your answer with current evidence-based literature.

A Sample Answer For the Assignment: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Title: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

In nursing research, using both qualitative and quantitative methods can enhance validity and reliability. “While qualitative research provides subjective information on the human experience, quantitative research may be used to provide quantified evaluations of interventions” (Lin et al., 2023). “A traditional qualitative research design is performed by evaluating non-numeric variables” (Falkner et al., 2022). Qualitative methods, such as interviews and observations, allow for in-depth exploration of patients’ experiences and feelings, providing rich context to quantitative findings.

“Mixed methods is a research design that incorporates both quantitative and qualitative research methods” (Falkner et al., 2022). “Nurses and other health care professionals, such as social workers and psychologists, may use mixed methods” (Falkner et al., 2022).

Advantages:

Qualitative methods provide a deeper understanding of the context and the human experience, helping to validate quantitative findings by providing rich contextual information. Combining both approaches allows researchers to explore various aspects of a phenomenon, leading to a more holistic understanding of the research topic (Hands, 2022).

Disadvantages:

Conducting both types of research can be time-consuming and expensive, requiring a larger budget, skilled personnel, and extended timelines (Falkner et al., 2022). Merging qualitative and quantitative data can be challenging, and discrepancies between the two types of findings may arise, needing careful interpretation. Integrating both approaches demands extensive planning and expertise.

References:

Chung-Ying LIN, Wen-Hua LIN, & Bih-Ching SHU. (2023). A Brief Introduction to Mixed Methods Systematic Review (MMSR). (English). Journal of Nursing, 70(3), 75–84. https://doi-org.lopes.idm.oclc.org/10.6224/JN.202306_70(3).10

Falkner, A., Green, S. Z., Helbig, J., Johnson, J., McNiff, P., Petrick, M., & Schmidt, M. (2022). Nursing research: Understanding methods for best practice. Grand Canyon University (Ed.).

Hands, A. S. (2022). Integrating quantitative and qualitative data in mixed methods research: An illustration. Canadian Journal of Information & Library Sciences, 45(1), 1–20. https://doi-org.lopes.idm.oclc.org/10.5206/cjilsrcsib.v45i1.10645

A Sample Answer 2 For the Assignment: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Title: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Mixed methods research is a research approach that combines quantitative and qualitative research methods. It is frequently utilized by healthcare professionals, including nurses, social workers, and psychologists. This research methodology is prevalent in the healthcare field because it acknowledges the role of emotions and subjective experiences in studies, as emotions like love, anger, or pain are challenging to quantify (Grand Canyon University, 2022). Advantages of using both qualitative and quantitative methods include flexibility, complementary insights, triangulation, and a diverse data collection. There are several challenges in identifying expertise of both methods and in working with a multidisciplinary or interdisciplinary team. It increases costs and resources, takes longer to complete as mixed-methods design often involves multiple stages of data collection and separate data analysis.

While there are advantages and disadvantages in utilizing quantitative and qualitative methods researchers must carefully consider the risks versus benefits associated with this method. Mixed-methods research is still in its early stages in nursing; however, there is a huge scope to implement it to understand research questions on both sides of coin. Therefore, there is a great need for mixed-methods training to enhance the evidence-based decision making in health and nursing practices (Wasti et al, 2022).

Helbig, J. (2022). History and process of nursing research, evidence-based nursing practice, and qualitative and quantitative research process. In Grand Canyon University (Ed.). Nursing research: Understanding methods for best practice (2nd ed.).

Wasti, S. P., Simkhada, P., van Teijlingen, E. R., Sathian, B., & Banerjee, I. (2022). The growing importance of mixed-methods research in health. Nepal Journal of Epidemiology, 12(1), 1175–1178. https://doi.org/10.3126/nje.v12i1.43633

A Sample Answer 3 For the Assignment: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Title: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Using a combination of qualitative and quantitative data collecting tools can improve the reliability and validity of data by ensuring that the limitations of one type of data are balanced by the strengths of another. Quantitative and qualitative methods are two essential research methods which can be easily applied in the nursing fields to investigate and collect relevant data. The application of both in research ensures a better understanding of the sample population by integrating different methods of data collection which enables the researcher to compare and contrast results to gain much deeper insights (Osbaldeston, 2021). In addition to this, it allows for a more comprehensive understanding of a research question or phenomenon (Regnault et al. 2018). Qualitative data provides rich, detailed information on attitudes, beliefs, and experiences, while quantitative data provides broader patterns and trends. By combining both types of data, researchers can explore a research question from multiple angles, gaining a more complete picture of the phenomenon under investigation. There are several ways to combine qualitative and quantitative data, including triangulation, complementary methods, and mixed methods. Each approach has its own strengths and weaknesses, and researchers must carefully consider which approach is best suited to their research question and evaluation methodology. Ultimately, combining qualitative and quantitative data can enhance the rigor and validity of research findings and lead to more informed conclusions (Regnault et al. 2018).

Triangulation is a method of combining different sources or types of data to increase the validity and reliability of findings. In the context of combining qualitative and quantitative data, triangulation involves using multiple methods, sources, or measures to explore the same phenomenon. By analyzing, comparing, and contrasting the findings from different data sources, researchers can identify converging or diverging patterns and strengthen the overall validity and reliability of the research (Rogers, 2023). Furthermore, complementary methods refer to the use of both qualitative and quantitative methods to address different aspects of the same research question. In contrast to triangulation, which involves using multiple methods to explore the same phenomenon, complementary methods involve using different methods to explore different facets of the research question. For example, surveys can be used to collect quantitative data on attitudes, behaviors, and demographic characteristics, while interviews can be used to collect qualitative data on experiences, opinions, and motivations (Osbaleston, 2021).

Mixed-methods paper helps to understand the holistic picture from meanings obtained from interviews or observation to the prevalence of traits in a population obtained from surveys, which add depth and breadth to the study. For example, a survey questionnaire will include a limited number of structured questions, adding qualitative methods can capture other unanticipated facets of the topic that may be relevant to the research problem and help in the interpretation of the quantitative data. A good example of a mixed-methods study, it one conducted in Australia to understand the nursing care in public hospitals and also explore what factors influence adherence to nursing care . Another example is a study that explores the relationship between nursing care practices and patient satisfaction. This study started with a quantitative survey to understand the general nursing services followed by qualitative interviews. Overall, this fits well with the development of evidence-based practice (Rogers, 2023). On the hand, there are several challenges in using both methods such as increase costs and resources, takes longer to complete and analyze data. Moreover, conducting mixed-methods research does not necessarily guarantee an improvement in the quality of health research (Regnault et al. 2018).

References

Osbaldeston. (2021). Reasons to combine both qualitative and quantitative data. Retrieved from https://www.questback.com/blog/5-reasons-to-combine-qualitative-and-quantitative-research

Regnault et al. (2018). Towards the use of mixed methods inquiry as best practice in health outcomes research, Retrieved from https://jpro.springeropen.com/articles/10.1186/s41687-018-0043-8

Rogers. (2023). Combining qualitative or quantitative methods. Retrieved from https://www.driveresearch.com/market-research-company-blog/hybrid-research-combining-qualitative-and-quantitative-methods-for-better-results/

Description:

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the previous course assignments and the guidelines below.

PICOT Question

Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.

The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

NRS 433 Discussion Qualitative and Quantitative Methods in Nursing

In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.

Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

General Requirements

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articlesfor assistance.

Description

Objectives

1. Create strategies for integrating evidence-based research into professional practice using the PICOT technique.

Discuss how evidence from research is applied in nursing
Discuss the advantages and disadvantages of qualitative and quantitative studies when applied to nursing

Nursing Research: Understanding Methods for Best Practice

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing

Description:

Read Chapter 5 in Nursing Research: Understanding Methods for Best Practice.

Plagiarism

Description:

Review “Plagiarism,” located in the Student Success Center, for information on how to avoid plagiarism.

How to Implement a Change in Practice

Description:

Read “How to Implement a Change in Practice,” by Gesme and Wiseman, from Journal of Oncology Practice(2010).

Planning for Implementation of Evidence-Based Practice

Description:

Read “Planning for Implementation of Evidence-Based Practice,” by Cullen and Adams, from Journal of Nursing Administration(2012).

Changing Practice, Changing Lives: 10 Landmark Nursing Research Studies

Description:

Read “Changing Practice, Changing Lives: 10 Landmark Nursing Research Studies,” by the National Institute of Nursing Research(2012), located on the institute’s website.

Why Do Nurses Need Research?

Description:

Read “Why Do Nurses Need Research?” (2017), located on the Northeastern State University website.

The 2017 National Nursing Research Roundtable

Description:

Read “The 2017 National Nursing Research Roundtable” by National Institute of Nursing Research (2017).

Facilitating the Implementation of Evidence-Based Practice Through Contextual Support and Nursing Leadership.

Facilitating the Implementation of Evidence-Based Practice Through Contextual Support and Nursing Leadership,” by Kueny, Shever, Mackin, and Titler, from Journal of Healthcare Leadership (2015).

Translating Research Findings to Clinical Nursing Practice

Description:

Read “Translating Research Findings to Clinical Nursing Practice,” by Curtis, Fry, Shaban, and Considine, from Journal of Clinical Nursing (2016).

A Nurses’ Guide to the Hierarchy of Research Designs and Evidence

Description:

Read “A Nurses’ Guide to the Hierarchy of Research Designs and Evidence,” by Ingham-Broomfield, from Australian Journal of Advanced Nursing (2016).

Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence

Description:

Read “Choosing the Best Evidence to Guide Clinical Practice: Application of AACN Levels of Evidence,” by Peterson et al., from Critical Care Nurse (2014).

Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse Education

Description:

Read “Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse Education,” by Reid, Briggs, Carlisle, Scott, and Lewis, from BMC Nursing (2017).

Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice

Description:

Read “Turning Knowledge Into Action at the Point-of-Care: The Collective Experience of Nurses Facilitating the Implementation of Evidence-Based Practice,” by Dogherty, Harrison, Graham, Vandyk, and Keeping-Burke, from Windows on Evidence-Based Nursing (2013).

Searching Nursing Databases

Description:

Read the strategies and tips located on “Searching Nursing Databases” on the GCU Library website to assist you in searching the main nursing and health sciences databases. View the associated tutorials as needed.

APA Basics

Description:

Reference the “APA Basics” information, located on the GCU Library website, to assist with the APA format and documentation of sources required for the assignment.

GCU Library Research Guides: Citing Sources

Description:

NRS 433 Assignment: Research Critiques and PICOT Statement Final Draft

NRS 433 Discussion: Qualitative and Quantitative Methods in Nursing 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.