NRS 433V Topic 2 DQ 1 Qualitative data

Sample Answer for NRS 433V Topic 2 DQ 1 Qualitative data Included After Question

Topic 2 DQ 1

Qualitative data has been described as voluminous and sometimes overwhelming to the researcher. Discuss two strategies that would help a researcher manage and organize the data

A Sample Answer For the Assignment: NRS 433V Topic 2 DQ 1 Qualitative data

Title: NRS 433V Topic 2 DQ 1 Qualitative data

Qualitative researchers identify a study design early in the research process (Green & Johnson, 2018). There are numerous strategies out there that can help those who conduct research to manage and organize the data. Two such strategies that can help researchers are Ethnography and Phenomenology. Ethnography research is a qualitative method where researchers observe and/or interact with a study’s participants in real-life environment such as the culture that they are a part of. The objective of this type of research is to gain insights into how users interact with things in their natural environment. Here we see researchers immerse themselves in the culture that is being observed to gain a deeper understanding of behaviors of the study’s participants. Ethnography methods include direct observation, diary studies, video recording, and photography and artifact analysis such as devices that a person uses throughout the day. Observation can be made anywhere from the user’s workplace, their home or while they are out with family and friends. The length of the studies can vary depending on the research that is being conducted. They can range from a couple of hours of observation, to studies that last several months.

Phenomenology provides an approach that allows researchers to better understand a person’s lived experiences (Green & Johnson, 2018). In simple terms, phenomenology can be defined as an approach to research that seeks to describe the essence of a phenomenon by exploring it from the perspective of those who have experienced it. The goal of phenomenology is to describe the meaning of these experiences both in terms of what was experienced and how it was experienced (Teherani et al., 2015). Again, in simple terms, it is a powerful approach for inquiry, the nature of this methodology is often intimidating to researchers.

References:

Green, S. & Johnson, J. (2018). Grand Canyon University (Eds.) Nursing Research: Understanding Methods for Best Practice. Research Ethics and Evaluation of Qualitative Research. Retrieved from https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#chapter/2

Teherani A, Martimianakis T, Stenfors-Hayes T, Wadhwa A, Varpio L. Choosing a Qualitative Research Approach. J Grad Med Educ. 2015 Dec;7(4):669-70. doi: 10.4300/JGME-D-15-00414.1. PMID: 26692985; PMCID: PMC4675428.

A Sample Answer 2 For the Assignment: NRS 433V Topic 2 DQ 1 Qualitative data

Title: NRS 433V Topic 2 DQ 1 Qualitative data

Hi Shana! Managing data involves performing a series of tasks – from identifying and locating potentially useful data sources; to collecting, organizing, reducing, and processing them; to generating informative documentation for them; to storing and preserving them. A good data managing plan includes all aspects of organizing, documenting, transforming, and possible sharing of research data.

Nice job explaining qualitative research. Strategies to organize and manage qualitative research data may be tedious but necessary. Condensing qualitative data is one strategy that requires the research to select, focus, simplify, and abstract the data collected at original observation periods then transform the condensed information into a set of data that can be analyzed (Wolff et al., 2018). Depicting and verifying conclusions are another strategy that is ideally and an iterative process that leads to a systematic and rigorous interpretation of visual and textual data. Some common procedures are incorporated when depicting and verifying conclusions in qualitative data including reading and rereading, coding, analyzing, and writing memos as well as verifying conclusions.

Reference

Wolff, B., Mahoney, F., Lohiniva, A. L., & Corkum, M. (2018, December 13). Collecting and Analyzing Qualitative Data. Retrieved June 16, 2020, from https://www.cdc.gov/eis/field-epi-manual/chapters/Qualitative-Data.html

A Sample Answer 3 For the Assignment: NRS 433V Topic 2 DQ 1 Qualitative data

Title: NRS 433V Topic 2 DQ 1 Qualitative data

I enjoyed our textbook reading this week and the statement that nursing is both an art and a science (Green & Johnson, 2018). Qualitative research digs deep and is focused on emotions, feelings, and how the subject understands the health issue and how it affects their day-to-day life. One thing I love about being a nurse is getting to know people and their stories. So, qualitative research really appeals to me. The researcher spends a great amount of time with the subjects and gathers a large amount of data to apply to their understanding of the research. Qualitative research is flexible, holistic, and requires researchers to become intensely involved (Green & Johnson, 2018). So, it is essential that the researcher use methods to help maintain boundaries and keep them on track to collect the best data possible for their research project.

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One strategy to help the researcher manage and organize the data would be to identify a study design early in the research process (Green & Johnson, 2018). There are several methods the researcher can use depending on the goal of their research. One method is called ethnography and is used to research cultural behaviors (Green & Johnson, 2018). Another method the researcher may use is the grounded theory. The grounded theory allows researchers to look deeper into how the phenomena affect nursing (Green & Johnson, 2018). Whatever method the researcher chooses will help to guide their research and stay on task for what the goal of the project is.

Another strategy to help the researcher manage and organize the data is to know when they have reached the data saturation point in data collection. Data saturation is the concept that the researcher will continue to gather data until there is no new data to discover (Green & Johnson). The researcher would then move to the analysis phase of the research. The analysis phase is when the researcher systematically sorts the data through identifying, defining, interpreting, and describing findings to describe the phenomenon (Wu, et al. 2016). This can be done as a team effort or through a computer software package (Wu et al., 2016).

References:

Green, S., and Johnson, J. (2018). Research Ethics and Evaluation of Qualitative Research. In Grand Canyon University (Ed.) Nursing Research Understanding Methods for Best Practice (1st ed.). Ch. 2 https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1

Wu. Y, Thompson, D., Aroian, K., McQuaid, E., Deatrick, J. (2016). Commentary: Writing and Evaluating Qualitative Research Reports. Journal of Pediatric Psychology. 41(5) 493-505. 10.1093/jpepsy/jsw032

A Sample Answer 4 For the Assignment: NRS 433V Topic 2 DQ 1 Qualitative data

Title: NRS 433V Topic 2 DQ 1 Qualitative data

Hi Lee Ann! Yes, qualitative research is much more interesting to me. I love how you applied that to the type of nurse you are. Being a good nurse goes beyond the focus of the patient’s physical health. This research seeks information about the patient as a whole. This type of research needs to be organized. The researcher must be able to interpret data, transcribe, read between the lines, code, and a process called theming. If they are able to code and theme the report correctly, they will be able to write a useful informational report.

Condensing data refers to the process of selecting, focusing, simplifying, and abstracting the data available at the time of the original observation, then transforming the condensed data into a data set that can be analyzed. In qualitative research, most of the time investment required to complete a study comes after the fieldwork is complete. A single hour of taped individual interview can take a full day to transcribe and additional time to translate if necessary. Group interviews can take even longer because of the difficulty of transcribing active group input. Each stage of data condensation involves multiple decisions that require clear rules and close supervision (Wolff et al.,2018).

Wolff, B., Mahoney, F., Lohiniva, A., Corkum, M. (2018). Collecting and Analyzing Qualitative Data. Centers from Disease Control and Prevention. https://www.cdc.gov/eis/field-epi-manual/chapters/Qualitative-Data.html

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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.